Resumo

PRADO, Patrícia Dias  e  MERLI, Angélica de Almeida. AVALIAÇÃO FORMATIVA NA EDUCAÇÃO INFANTIL: POLÍTICAS PÚBLICAS E PRÁTICAS DOCENTES NO MUNICÍPIO DE SÃO PAULO. Revista Teias [online]. 2018, vol.19, n.54, pp.130-147.  Epub 05-Set-2021. ISSN 1982-0305.  https://doi.org/10.12957/teias.2018.36033.

When investigating how the evaluation in Early Childhood Education has been reported in national policies and in the Municipal Network of Early Childhood Education in the São Paulo city, this article seeks to establish consonant relations between the evaluation principles present in the official documents with the principles of formative evaluation, built collectively among teachers, babies and young children of Early Childhood Education who, in turn, have still presented selective and classificatory evaluation practices modeled by Elementary School - which also deserve to be reviewed by a Pedagogy of Childhood and early childhood, children´s protagonism, and evaluation of policies, teaching conceptions and practices.

Palavras-chave : Early Childhood Education; Formative Evaluation; Educational Policies.

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