Vivências formativas com a avaliação institucional na educação infantil

• Ano de defesa: 2021
• Autor(a) principal: Vieira, Maria Nilceia de Andrade
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação infantil; avaliação institucional; formação docente; pesquisa narrativa; políticas públicas; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/15420

This thesis is part of the set of studies of the "Educators Training and Performance" Research Group (Grufae) and it is linked to the research line "Teaching, Curriculum and Cultural Processes" of the Postgraduate Program in Education at the Federal University of Espírito Santo state. Moreover, it is placed in the field of early childhood education and focuses on institutional assessment articulated with teacher training. As a problematic field, it inquires about how formative experiences are constructed in institutional assessment movements in early childhood education, and its general objective is to understand the constitution of these experiences with the evaluation act in a public institution of early childhood education in the municipal education network of Vitória city, Espírito Santo. This work is anchored in Bakhtinian and Freirean theoretical-methodological references, in dialogue with studies by Italian researchers Bondioli and Savio, focusing the formative dimension of the assessment context, and by Ball and Mainardes, related to the policy cycle approach. In the scope of a qualitative approach, it assumes a narrative research methodology of an investigation-training type, based on a sociohistorical perspective, with document analysis procedures, questionnaire application, participant observation and production of narratives by theme/narrative axes. The analysis of the documents reveal disputes in the scenario of educational policies both at national and local levels, since some texts support institutional assessment and continuing education in early childhood education from a participatory perspective, and others explain regulatory and controlling measures on these issues. In the context of the institution, the development of different actions to carry out the institutional assessment moves teachers and workers to promote the participation of all subjects. The analyzes also stress contradictions and propositions enunciated by the participants in relation to the instrument and the dynamics of the evaluation, as well as indicating resonances of the evaluative action related to continuing education, management and pedagogical practices, including in the work developed amidst the pandemic caused by Covid -19. Hence, it is concluded that the formative experiences of teachers and workers in early childhood education with institutional assessment form intense dialogical movements that involve: tensions in the setting of the production of educational policy texts and the recognition of the trajectories of constitution of these policies in local scope; movements of constant exercise of democratic management; challenges and possibilities for the participation of families and children and babies; interlocution with different positions of the subjects participating in this evaluative movement, according to their conceptions and their points of view on assessment, training, children and on the quality of education. In the set of these analyses, this research assumes that, in a context marked by regulatory assessment policies, the constitution of these training experiences can strengthen the continuing education actions developed in the institution and contribute to facing the threats of assessment of children with standardized tests and also to the subordination of teacher training to the results of these assessments.