A avaliação formal e informal no contexto da Educação Infantil
The evaluation at Children's Education should be understood as an individual, continuous and dynamic procedure highly relevant to the teaching-learning process. No, only, the aim of classification, selection, exclusion, or to pass the year, but follow up the child's growth and to help the...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/41835 |
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| Resumo: | The evaluation at Children's Education should be understood as an individual, continuous and dynamic procedure highly relevant to the teaching-learning process. No, only, the aim of classification, selection, exclusion, or to pass the year, but follow up the child's growth and to help the teacher to reflect their teaching practice according to the needs of each student. In respect the evaluation in the context children's education, there is a divergence of perceptions that makes it a complex practice insofar as it is analyzed from two sides. The first, relative to the consequences that the practice of evaluation is able to propitiate the child. In that perspective, the evaluation is viewed from the perspective of an evaluative culture and classificatory, select and punctual, which aims to approve and to disapprove, electing, or not, the learner for the following year. However, there is another line of analysis that treats the individual and continuous evaluation of the child as an extremely important instrument, provided it is comprehended by the logic of learning and development of children. That approach is reflected in the studies of Faria (2007), Hoffman (2012, 2002), Kramer (1999, 2006), Andrade (2010), Silva (2004, 2012), Vasconcelos (2000), Libâneo (2000), Corrêa (2007), Godoi (2010), Pinto (1994), Piaget (1970) among others. Here, the teachers' reflection on the evaluation process in children's education, is geared towards the knowledge and individual accompaniment of students, with the purpose to provide the opportunity to their full development. They believe, as it than that such a practice reflects in the interaction and constant dialogue between teacher and student, favoring a variety of significant contributions to the teaching-learning process. Considering this context the present article entitled "Formal and informal evaluation in the context children's education", had the objective to analyze the perceptions of teachers of Children's Education classes and managers of the School Municipal Infantil Pequeno Mário, located in the city of José da Penha, in the State of Rio Grande do Norte/RN. The study, qualitative methodology used to collect the information interviews through a previously established questions, based on questions about their perceptions and methods related to Children's Education. Based on the analysis of the responses interviews, it was allowed to reflect that the evaluative methodology realized in practice in the classroom should be understood as a constituent part of docent planning, by emphasize the needs and progress of students, in relation to teaching and learning. It is expected, that this study, reiterate the importance of evaluation in early childhood in the search for success in today's education. |
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