Abstract

RIBEIRO, Bruna. Indicadores da qualidade na educação infantil: potenciais e limites. Educ. Puc. [online]. 2013, vol.18, n.01, pp.65-74. ISSN 1519-3993.

The article presents and analyzes the data of a self-assessment experience in four day care centers in São Paulo, by application of the methodology proposed in the document “Quality Indicators in Early Childhood Education”, published by the Ministry of Education, in 2009. The categories used for the analysis are mainly based on two authors: Formosinho, who defined a typology of power in schools that directly influences the participation of each person/group, and Lima, who created a typology of participation. The study concluded that in a process of self-assessment, as proposed by this document, the power is not distributed, but disputed. Sometimes the consensus is negotiated and sometimes it is the result of the prevalence of the ideology of one group over the others. Accordingly, the process of evaluation allowed the expression of complaints, dreams, longings and desires of various actors, but also revealed cases of authoritarianism, exclusion and silencing.

Keywords : Self-Assessment; Early Childhood Education; Quality Indicators; Quality.

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