Dinâmica do processo avaliativo: contribuições e desafios na prática docente da educação infantil.

Abstract

Assessment has been gaining increasing prominence in educational discussions that want to dissociate from educational units traditional and classificatory practices that exclude the contribution potential that evaluative process can provide to pedagogical work. The main objective of this monographic research is to analyze the importance of the learning evaluation process, considering the specificities of this practice in Early Childhood Education. An essential motivation for this study was The Universidade Federal de Campina Grande Pedagogy course subject Learning Assessment. To do so, this research rests on a qualitative approach, a public and municipal day care center in the city of São José de Piranhas,was chosen as a locus, using as data collection tool a specific kind of interview, the structured one. The research subjects were three teachers (women) that presented adequate knowledge to new evaluative visions related to the comprehension of evaluating such as process and monitoring the students' developments and their own work. Therefore, when evaluating, it is possible to be more clearly aware of the process of teaching and learning reality and thus to develop planned and intentional actions, which will consolidate the true function of evaluation: to improve that process.