<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000100469</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.076.ds19</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação na Educação Infantil: que saberes mobilizar?]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment in Early Childhood Education: what knowledge to mobilize?]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación en Educación Infantil: ¿qué conocimientos movilizar?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lanes]]></surname>
<given-names><![CDATA[Erone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Timm]]></surname>
<given-names><![CDATA[Jordana Wruck]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[Frederico Westphalen Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[Frederico Westphalen Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>76</numero>
<fpage>469</fpage>
<lpage>492</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000100469&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000100469&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000100469&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A avaliação na Educação Infantil se diferencia expressivamente da avaliação nas demais etapas da educação e representa um desafio tanto para a elaboração de documentos norteadores quanto para o desenvolvimento das práticas. A proposta deste estudo bibliográfico consiste em apresentar reflexões sobre a avaliação nesta etapa, tomando como ponto de partida aspectos pertinentes ao conceito de avaliação definido pelas orientações legais em vigência e pelas discussões teóricas específicas da área, com o objetivo de identificar como e quais saberes docentes os/as professores/as mobilizam no processo avaliativo. Destaca-se o papel fundamental dos/as docentes como agentes políticos comprometidos e transformadores das práticas. Considera-se a necessidade de que os textos dos documentos legais referentes à avaliação apresentem orientações mais específicas e aprofundadas no sentido de possibilitar clareza quanto à finalidade da avaliação na Educação Infantil. Propõem-se a adoção de uma perspectiva organizacional para o processo avaliativo, considerado como complexo e não linear. Conclui-se que, para além de definir um conjunto de saberes docentes mobilizados na avaliação, importa compreender que o processo é reflexivo, permanente, contínuo e mesmo que se repita um número indefinido de vezes, sempre haverá aspectos a serem revisitados, tanto no percurso avaliativo adotado, quanto nos saberes mobilizados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La evaluación en Educación Infantil difiere significativamente de la evaluación en otras etapas educativas y representa un desafío tanto para la elaboración de documentos orientadores como para el desarrollo de prácticas. El presente estudio bibliográfico tiene como objetivo presentar reflexiones sobre la evaluación en esta etapa, tomando como punto de partida aspectos relevantes al concepto de evaluación definido por los lineamientos legales vigentes y por las discusiones teóricas propias del área, con el objetivo de identificar cómo y qué saberes didácticos movilizan los docentes en el proceso de evaluación. Se destaca el papel fundamental de los docentes como agentes políticos, comprometidos y transformadores de las prácticas. Se considera la necesidad de que los textos de los documentos legales referentes a la evaluación presenten lineamientos más específicos y profundos a fin de brindar claridad a la finalidad de la evaluación en Educación Infantil. Se propone la adopción de una perspectiva organizacional para el proceso de evaluación, considerada como compleja y no lineal. Se concluye que, además de definir un conjunto de saberes docentes movilizados en la evaluación, es importante entender que el proceso es reflexivo, permanente, continuo y aunque se repita un número indefinido de veces, siempre habrá aspectos a revisar, tanto en el enfoque evaluativo adoptado, como en el conocimiento movilizado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[Teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="es"><![CDATA[Saber didáctico]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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