Resumen

CRUZ, Francerly Cardoso da  y  MOREIRA, Geraldo Eustáquio. ASSESSMENT FEEDBACK: THE CHILD'S INCLUSIVE PERSPECTIVE IN EARLY CHILDHOOD EDUCATION AND AUTISM SPECTRUM DISORDER. Regae: Rev. Gest. Aval. Educ. [online]. 2023, vol.12, n.21, e74143.  Epub 06-Dic-2023. ISSN 2318-1338.  https://doi.org/10.5902/2318133874143.

In this qualitative study of exploratory type, with data collected via questionnaire, answered by 19 undergraduate students of Pedagogy at the University of Brasilia, in training offered by the authors, involving Mathematics didactics and formative assessment, we aimed to analyze the perception of these undergraduates as to initiate a feedback culture of mathematics assessment in an inclusive perspective of the child in contexts of Early Childhood Education and Autism Spectrum Disorder - ASD. The results pointed out perceptions of feedbacks in these contexts and the need to make them formative and inclusive, legitimizing the importance of providing opportunities for child protagonism; perception of contributions of feedback for self-regulation of learning and (re)organization of the pedagogical work. Although only two respondents revealed familiarity with the theme, 14 respondents said they had heard about the subject superficially, with the aggravating factor that three respondents informed that they had not even heard of feedback and had no perception of its existence. It is concluded that investments in initial and continuing education will contribute to reflections on inclusive strategies to welcome the diversity of the child's feedback and its intentional use by the teacher in favor of an evaluation for learning in Mathematics since Kindergarten.

Palabras clave : formative assessment; feedback; child protagonism; inclusive education.

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