Assessment in Early Childhood Education:

what knowledge to mobilize?

Authors

DOI:

https://doi.org/10.7213/1981-416X.23.076.DS19

Abstract

Assessment in Early Childhood Education differs significantly from assessment in other stages of education and represents a challenge both for the elaboration of guiding documents and for the development of practices. The purpose of this bibliographic study is to present reflections on evaluation at this stage, taking as a starting point aspects relevant to the concept of evaluation defined by the legal guidelines in force and by the theoretical discussions specific to the area, with the objective of identifying how and which teaching knowledge teachers mobilize them in the evaluation process. The fundamental role of teachers as political agents, committed and transforming practices is highlighted. It is considered the need for the texts of the legal documents referring to the evaluation to present more specific and in-depth guidelines in order to provide clarity regarding the purpose of evaluation in Early Childhood Education. It is proposed the adoption of an organizational perspective for the evaluation process, considered as complex and non-linear. It is concluded that, in addition to defining a set of teaching knowledge mobilized in the evaluation, it is important to understand that the process is reflective, permanent, continuous and even if it is repeated an indefinite number of times, there will always be aspects to be revisited, both in the evaluative approach adopted, as well as in the knowledge mobilized.

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Author Biographies

Erone Lanes, Universidade Regional Integrada do Alto Uruguai - Uri/Frederico Westphalen

Doutoranda em Educação, bolsista Capes. 

Jordana Wruck Timm, Universidade Regional Integrada do Alto Uruguai e das Missões

Doutora em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul/PUCRS (bolsa CAPES, 2018), com período "Sanduíche" na Facultad de Ciencias de la Educación da Universidad de Granada/UGR-Espanha (bolsa PDSE/CAPES, 2017). Mestra em Educação pela Universidade de Caxias do Sul/UCS (bolsa CAPES, 2013). Especialista em Psicopedagogia clínica e institucional (2011). Licenciada em Pedagogia (2010) e formada no curso Normal (antigo Magistério). Realizou Estágio Pós-Doutoral pelo Programa Nacional de Pós-Doutorado (PNPD/CAPES), no Programa de Pós-Graduação em Educação da Universidade Regional Integrada do Alto Uruguai e das Missões (URI-Câmpus de Frederico Westphalen) e é professora e orientadora nesse/a mesmo/a Programa/Instituição. Tem experiência na área de Educação, com ênfase em questões relacionadas ao trabalho e à saúde docente, atuando principalmente nos seguintes temas: bem e mal-estar docente, processo saúde-adoecimento na docência, ciclo de vida profissional no trabalho docente, narrativas e histórias de vida de professores, identidade docente, formação inicial e continuada de professores e saberes e práticas educativas. 

Published

2023-03-21

How to Cite

Lanes, E., & Wruck Timm, J. . (2023). Assessment in Early Childhood Education:: what knowledge to mobilize?. Revista Diálogo Educacional, 23(76). https://doi.org/10.7213/1981-416X.23.076.DS19