Resumo

LANES, Erone  e  TIMM, Jordana Wruck. Assessment in Early Childhood Education: what knowledge to mobilize?. Rev. Diálogo Educ. [online]. 2023, vol.23, n.76, pp.469-492.  Epub 05-Abr-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.076.ds19.

Assessment in Early Childhood Education differs significantly from assessment in other stages of education and represents a challenge both for the elaboration of guiding documents and for the development of practices. The purpose of this bibliographic study is to present reflections on evaluation at this stage, taking as a starting point aspects relevant to the concept of evaluation defined by the legal guidelines in force and by the theoretical discussions specific to the area, with the objective of identifying how and which teaching knowledge teachers mobilize them in the evaluation process. The fundamental role of teachers as political agents, committed and transforming practices is highlighted. It is considered the need for the texts of the legal documents referring to the evaluation to present more specific and in-depth guidelines in order to provide clarity regarding the purpose of evaluation in Early Childhood Education. It is proposed the adoption of an organizational perspective for the evaluation process, considered as complex and non-linear. It is concluded that, in addition to defining a set of teaching knowledge mobilized in the evaluation, it is important to understand that the process is reflective, permanent, continuous and even if it is repeated an indefinite number of times, there will always be aspects to be revisited, both in the evaluative approach adopted, as well as in the knowledge mobilized.

Palavras-chave : Teaching knowledge; Evaluation; Child education.

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