<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro. UNOESC]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592018000300209</article-id>
<article-id pub-id-type="doi">10.18593/r.v0i0.16474</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Infantil e avaliação institucional: percursos e desafios]]></article-title>
<article-title xml:lang="en"><![CDATA[Early Childhood Education and institutional evaluation: pathways and challenges]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación Infantil y evaluación institucional: percursos y desafíos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Maria Nilceia de Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Côco]]></surname>
<given-names><![CDATA[Valdete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo Grupo de Pesquisa Formação e Atuação de Educadores ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo Programa de Pós- Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>esp</numero>
<fpage>209</fpage>
<lpage>240</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592018000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592018000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592018000300209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  A trajet&#243;ria da educa&#231;&#227;o brasileira re&#250;ne embates que, em distintos momentos, acentuaram a exig&#234;ncia de enfrentamentos, repercutindo em conquistas no campo das pol&#237;ticas p&#250;blicas. Focalizando o per&#237;odo das &#250;ltimas quatro d&#233;cadas, neste texto tem-se como prop&#243;sito evidenciar quest&#245;es relevantes acerca da trajet&#243;ria da Educa&#231;&#227;o Infantil e da avalia&#231;&#227;o institucional no Brasil. Ancorado em pressupostos te&#243;rico-metodol&#243;gicos bakhtinianos e elaborado em uma perspectiva de pesquisa te&#243;rica, o presente artigo dialoga com produ&#231;&#245;es cient&#237;ficas, ordenamentos legais e documentos orientadores publicados entre 1970 e 2017. As an&#225;lises desses vest&#237;gios escritos indicam que a altera&#231;&#227;o dos rumos da primeira etapa da educa&#231;&#227;o b&#225;sica vem se consolidando em movimentos de disputa, e esses acontecimentos hist&#243;ricos demarcam posicionamentos de resist&#234;ncia e possibilidades de avan&#231;os. No que tange &#224; avalia&#231;&#227;o institucional na Educa&#231;&#227;o Infantil, a sistematiza&#231;&#227;o deste estudo explicitou que o panorama atual, decorrente de in&#250;meros fatos hist&#243;ricos, n&#227;o se constitui exclusivamente o bojo das quest&#245;es educacionais e se encontra circunscrito &#224; hist&#243;ria das crian&#231;as, das fam&#237;lias trabalhadoras, da forma&#231;&#227;o docente, das pol&#237;ticas p&#250;blicas, de determinantes econ&#244;micos e sociais, entre outros elementos. Conclui-se, portanto, que na interlocu&#231;&#227;o da avalia&#231;&#227;o institucional com a Educa&#231;&#227;o Infantil n&#227;o se pode prescindir da qualidade socialmente referenciada, e, nessa dire&#231;&#227;o, um dos desafios postos &#233; a consolida&#231;&#227;o de sistem&#225;ticas avaliativas vinculadas a din&#226;micas participativas e &#224;s condi&#231;&#245;es do que ofertamos &#224;s crian&#231;as em seu processo educativo. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The trajectory of Brazilian education brings together strikes that, at different moments, accentuated the demand for confrontations, reverberating in conquests in the field of public policies. Focusing on the period of the last four decades, this text aims to highlight relevant issues about the trajectory of Early Childhood Education and institutional evaluation in Brazil. Anchored in Bakhtinian theoretical and methodological assumptions and elaborated in a theoretical research perspective, the present article dialogues with scientific productions, legal orders and guiding documents published between 1970 and 2017. Analyzes of these written traces indicate that the change in the directions of the first stage of education has been consolidating itself in movements of dispute and these historical events mark positions of resistance and possibilities of advances. Regarding the institutional evaluation in Early Childhood Education, the systematization of this study made it clear that the current panorama, arising from many historical facts, is not exclusively a matter of educational issues, and is limited to the history of children, working families, teacher education, public policies, economic and social determinants, among other elements. It is concluded, therefore, that in the interlocution of the institutional evaluation with the Early Childhood Education, one can not do without the socially referenced quality and, in this direction, one of the challenges posed is the consolidation of evaluation systems linked to participatory dynamics and the conditions of which we offer children in their educational process. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La trayectoria de la educaci&#243;n brasile&#241;a re&#250;ne embates que, en distintos momentos, acentuaron la exigencia de enfrentamientos, repercutiendo en conquistas en el campo de las pol&#237;ticas p&#250;blicas. Enfocando el per&#237;odo de las &#250;ltimas cuatro d&#233;cadas, este texto tiene como prop&#243;sito evidenciar cuestiones relevantes acerca de la trayectoria de la Educaci&#243;n Infantil y de la evaluaci&#243;n institucional en Brasil. En el presente art&#237;culo dialoga con producciones cient&#237;ficas, ordenamientos legales y documentos orientadores publicados entre 1970 y 2017. Los an&#225;lisis de estos vestigios escritos indican que la alteraci&#243;n de los rumbos de la primera etapa de la educaci&#243;n b&#225;sica se viene consolidando en movimientos de disputa y esos acontecimientos hist&#243;ricos demarcan posicionamientos de resistencia y posibilidades de avances. En lo que se refiere a la evaluaci&#243;n institucional en la Educaci&#243;n Infantil, la sistematizaci&#243;n de este estudio explicit&#243; que el panorama actual, derivado de innumerables hechos hist&#243;ricos, no se constituye exclusivamente en el seno de las cuestiones educativas, y se encuentra circunscrito a la historia de los ni&#241;os, de las familias trabajadoras, formaci&#243;n docente, de las pol&#237;ticas p&#250;blicas, de determinantes econ&#243;micos y sociales, entre otros elementos. Se concluye, por lo tanto, que en la interlocuci&#243;n de la evaluaci&#243;n institucional con la Educaci&#243;n Infantil, no se puede prescindir de la calidad socialmente referenciada y, en esa direcci&#243;n, uno de los desaf&#237;os planteados es la consolidaci&#243;n de sistem&#225;ticas evaluativas vinculadas a din&#225;micas participativas ya las condiciones de lo que ofrecemos a los ni&#241;os en su proceso educativo. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação pública]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação institucional]]></kwd>
<kwd lng="pt"><![CDATA[Direitos das crianças]]></kwd>
<kwd lng="en"><![CDATA[Public education]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Institutional evaluation]]></kwd>
<kwd lng="en"><![CDATA[Rights of children]]></kwd>
<kwd lng="es"><![CDATA[Educación pública]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Evaluación institucional]]></kwd>
<kwd lng="es"><![CDATA[Derechos de los niños]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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