Avaliação na/da educação infantil: estado da arte 2000-2012

Abstract

This study aimed to systematize the scientific production developed around the theme evaluation in/of children education. Researching the complex task of evaluation in children’s education assumes reflection and analyses regarding the meaning of children education, childhood, close observation of the development of children from 0 to 5 years old, and the routes to be followed in the evaluation practice at this level of Basic Education. The objective of this investigation was to understand how scholars in Children Education have been researching its inherent evaluation processes. This is a qualitative study, state-of-the-art-type, with an inventory character surveying articles, dissertations and thesis, through electronic search and printed texts, published throughout 2000-2012. The first chapter briefly discusses historical, legal and political issues in Children Education based on Kuhlman Jr (2010), Sarmento (2007), Vieira (2011), Oliveira (2002) and others. The second chapter comprises the theoretical foundation on educational evaluation and its objects of study supported by Dias Sobrinho (2003), Rodrigues (1995), Alípio Casali (2007), Afonso (2003), Hadji (2001), Draibe (2001), and Cappelletti (2007). In order to discuss evaluation in/of Children Education the authors Godoi (2007), Bachi and Bondioli (2003), Kramer (2007), Zabalza (2006), amongst others were surveyed. The research methodology, its development and the data analysis form the third chapter supported by Soares (2002), Romanowski and Ens (2000), Chizotti (2008), Flick (2009), Oliveira (2007), amongst others. The search for studies was carried out through the following key-words: evaluation, institutional evaluation, teachers’ evaluation, learning evaluation, day-care institutions evaluation, followed by the words children education. Forty-seven scientific texts were found, from these 24 are articles, 20 dissertations, and 3 theses. The abstracts of these works were treated with the software Alceste and from the reports the productions were grouped into four categories: learning evaluation in children’s education, evaluation in children’s education and evaluation in day-care institutions. Results revealed that the Brazilian scientific production is focused on themes related to learning evaluation in children’s education and children’s education evaluation highlighting aspects of children’s development, in the form of reports, statements and portfolios, which comprise teachers’ conceptions and evaluation practices, that is, the research is focused on the education process that occurs within the classroom. There are few works on Children Education evaluation which are focused on the evaluation of the education context, and which cover the analysis of the institution as a whole, regarding political, pedagogical and administrative dimensions, as well as those which approach the evaluation in day-care institutions and the evaluation of policies and children’s education programs.