A avaliação de ambientes institucionais para crianças pequenas: critérios para a qualidade na educação infantil
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Data
2020-03-03
Autores
Carvalho, Ana Maria
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A avaliação e a qualidade na Educação Infantil – EI representam temáticas controversas e fontes fecundas para pesquisas, debates e estudos acerca de quais processos metodológicos ou critérios utilizados são os mais apropriados ao se considerar a finalidade e especificidades desta etapa da Educação Básica. Neste sentido a pergunta central desta pesquisa é: De que forma a avaliação de ambientes educacionais infantis pode auxiliar na garantia de experiências significativas nas escolas de EI? E, a partir de tal questionamento temos por objetivo avaliar a qualidade dos ambientes educacionais de instituições de EI de um sistema municipal de educação, utilizando como instrumento para esta análise a escala estadunidense de avaliação de ambientes educacionais infantis Early Childhood Environment Rating Scale – Third Edition (ECERS-3). Para isto buscou-se demonstrar a viabilidade da utilização desta escala em um contexto brasileiro específico, analisar os resultados de acordo com os contextos e experiências apresentados e assim identificar as principais potencialidades e fragilidades dos ambientes pesquisados, com o propósito de propor intervenções pedagógicas necessárias ao aprimoramento dos ambientes educacionais infantis e formular um instrumento avaliativo capaz de colaborar com o aperfeiçoamento das práticas e planejamento dos ambientes educacionais infantis. De abordagem quanti-qualitativa, mais especificamente uma pesquisa explicativa na qual foram utilizados os marcos legais da EI brasileira para as temáticas centrais e a aplicação da escala de avaliação ECERS-3. Foram avaliadas oito turmas do penúltimo ano da EI de crianças de quatro e cinco anos. Os resultados apontaram que há necessidade de intervenções nos ambientes destinados à educação das crianças pequenas, principalmente aos indicadores de qualidade relacionados às atividades de aprendizagem. Desta forma, a partir da utilização da escala e da análise dos índices obtidos formulou-se o instrumento de avaliação de ambientes institucionais para crianças pequenas que, constitui-se em um produto educacional de utilização simplificada, acessível aos profissionais da educação e que pode ser empregado como um recurso para avaliação das potencialidades e fragilidades do trabalho realizado com crianças pequenas. Esperamos que sua criação e divulgação seja suporte para a reflexão para o planejamento e que sua execução e seu acompanhamento suscitem nos professores interferências necessárias à reorganização das práticas pedagógicas destinadas à primeira infância.
Assessment and quality in Early Childhood Education -ECE represent controversial themes and a richsource for researches, debates, and studies about which are the most appropriate methodological process or criteria used when considering the goals and specificities of this level of Basic Education. The question which triggered off this research was: How the assessment of ECE’s environments can help to ensure meaningful experiences in ECE’s schools? This work aims to evaluate the quality of educational environments of ECE’s institutions of a municipal education system, using as an instrument for this analysis an American assessment tool, the Early Childhood Environment Rating Scale –Third Edition -ECERS-3. For this purpose, we sought to demonstrate the feasibility of using this scale in a specific Brazilian context, to analyze the results according to the contexts and experiences presented to identify the main potentialities and weaknesses of environments researched, in order to propose pedagogical interventions necessary to improve children's educational environments and formulate an assessment instrument capable of collaborating with the improvement of practices and planning of environments children's education. This is a research of a quantitative and qualitative approach, more specifically an explanatory research in which the legal frameworks of Brazilian ECE were used for the central themes and the application of the ECERS-3 assessment scale. Eight groups of the children from the penultimate year of early childhood education with children aged 4 and 5. The results indicated that there is a need for interventions in the environments designed for early childhood education, especially quality indicators related to learning activities. Thus, from the administration of the scale and the analysis of the obtained indexes, an instrument to assess institutionalenvironments for children was formulated. An educational product with simplified use, accessible to professionals of Education, and that can be used as an instrument for assessing the potentialities and weaknesses of work developed in early childhood institutions. We hope that its creation and dissemination will be support for the reflection for planning and that its execution and its follow-up will support the teachers' interferences necessary for the reorganization of pedagogical practices aimed at earlychildhood
Assessment and quality in Early Childhood Education -ECE represent controversial themes and a richsource for researches, debates, and studies about which are the most appropriate methodological process or criteria used when considering the goals and specificities of this level of Basic Education. The question which triggered off this research was: How the assessment of ECE’s environments can help to ensure meaningful experiences in ECE’s schools? This work aims to evaluate the quality of educational environments of ECE’s institutions of a municipal education system, using as an instrument for this analysis an American assessment tool, the Early Childhood Environment Rating Scale –Third Edition -ECERS-3. For this purpose, we sought to demonstrate the feasibility of using this scale in a specific Brazilian context, to analyze the results according to the contexts and experiences presented to identify the main potentialities and weaknesses of environments researched, in order to propose pedagogical interventions necessary to improve children's educational environments and formulate an assessment instrument capable of collaborating with the improvement of practices and planning of environments children's education. This is a research of a quantitative and qualitative approach, more specifically an explanatory research in which the legal frameworks of Brazilian ECE were used for the central themes and the application of the ECERS-3 assessment scale. Eight groups of the children from the penultimate year of early childhood education with children aged 4 and 5. The results indicated that there is a need for interventions in the environments designed for early childhood education, especially quality indicators related to learning activities. Thus, from the administration of the scale and the analysis of the obtained indexes, an instrument to assess institutionalenvironments for children was formulated. An educational product with simplified use, accessible to professionals of Education, and that can be used as an instrument for assessing the potentialities and weaknesses of work developed in early childhood institutions. We hope that its creation and dissemination will be support for the reflection for planning and that its execution and its follow-up will support the teachers' interferences necessary for the reorganization of pedagogical practices aimed at earlychildhood
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Palavras-chave
Ambientes educacionais infantis, Avaliação de qualidade, Escala ECERS-3, Educação infantil, Early childhood environment, Quality assessment, Scale ECERS-3, Early childhood education