Avaliação da aprendizagem e a primeira infância: significados atribuídos pelos docentes que atuam na educação infantil

Abstract

This study focuses on assessment in Early Childhood Education, understood as a continuous and sensitive process. The research is based on the premise that assessment involves observing, listening to, and intentionally interpreting the individual and collective paths of children. The general objective of the research was to investigate how early childhood education teachers conceive of learning assessment in early childhood, seeking to understand their practices and the challenges they face in their daily school life. This is a qualitative, exploratory research study conducted with four early childhood education teachers in a public institution located in the municipality of Ipiranga do Piauí. The instrument used for data collection was a questionnaire composed of open and closed questions, which allowed the identification of difficulties, their conceptions, and the methods they use to monitor children's development. The theoretical framework of the study was based on authors who discuss assessment from a critical and humanized perspective. Among them are Hoffmann (2015), Drumond (2018), Luckesi (1994, 2001, 2012), Luckesi (2008) and official documents such as RCNEI (1998) and BCNCC (2017). The results revealed that, although the teachers understand assessment as a continuous and development-oriented process, they still face difficulties related to the systematization of records, training, and institutional requirements. This study contributes to the debate on assessment in early childhood and points to the need for investment in training, professional development, and educational policies. Further research is suggested to deepen the relationship between assessment and pedagogical planning.