Resumo

STAINLE, Marlizete Cristina Bonafini  e  SOUZA, Nadia Aparecida De. Avaliação Formativa e o Processo de Ensino/Aprendizagem na Educação Infantil. Est. Aval. Educ. [online]. 2007, vol.18, n.36, pp.63-74. ISSN 0103-6831.

Child Education has been leaving behind its longtime assistance marks to take on its role in the development and learning of a child. Due to these changes, learning assessment assumes an essential role. Thus, it is necessary to understand the learning assessment processes developed in Child Education, by identifying, describing and analyzing the concepts and practices that guide it. To attain our proposed goal, we embarked on a qualitative research - an ethnographic case study - in a private school in Londrina, in the state of Paraná, renown for the work it carries out. The instruments used for gathering the data were: questionnaire, semi-structured interview, participant observation, document analysis. The data analyzed revealed that: a) the teachers base their performance on constructivist principles; thus the teaching activities focus on the child’s development and on the construction of knowledge; b) assessment practices give priority to a constant follow-up of ongoing activities and permanent support when learning difficulties are detected; c) teachers engage mainly in assessment practices with a formative goal, which contribute to regulate ongoing learning towards envisaged domains.

Palavras-chave : Learning Assessment; Teaching; Teachers´ Education.

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