Avaliação na educação infantil: análise do uso do relatório descritivo individual na rede municipal de Juiz de Fora

Abstract

This paper aims to describe and analyze how use of evaluation and the Individual Descriptive Report in Juiz de Fora Childhood Education by teachers and school managers in order to point out the difficulties and to propose a better way to use this instrument. The justification is given by the educational evaluation relevance is on the national scene, including Childhood Education, and by the possibility of providing a new pedagogical guidance to improve children's learning and the quality of this educational segment. The methodology is based on qualitative analysis of legal document as the LDB nº 9.394/96, Childhood Education National Curriculum Guidelines (2009), Curriculum Proposal of Juiz de Fora Municipal System (2010) and Kramer (2006), Campos (2006), Rosemberg (2001), Villas Boas (2007), Hoffman (2007), Micarello (2010) theoretical supports. To gather data, the application of a questionnaire to six managers of exclusive childhood schools was conducted as well as the 18 Individual Descriptive Reports in the schools that were participating in this survey. A structured interview with two experts was also made in the thematic Childhood Education, Hilda Micarello (UFJF) and Maria Campos Malta (USP).Analysis of the results confirms the hypothesis of the use of the Individual Descriptive Report on the evaluation of childhood education as one of the major problems in Juiz de Fora Municipal System, which was evidenced by the lack of standardization in the frequency of evaluations, by not requiring the evaluation Individual Descriptive Report when the effectiveness of students enrollment, the little family participation in the evaluation process, the absence of a culture of transition from Childhood Education to Elementary School and the little guidance for Individual Descriptive Report construction of writing by the Secretary of Education. Keeping this in view, we propose an Educational Action Plan, directed to Juiz de Fora Secretary of Education, with guidelines for the Individual Descriptive Report construction, reinforcing the need for involving the family in the evaluation process; create a mandatory requirement of the Individual Descriptive Report to the new enrollments and transfers, establish between the pedagogical practices the culture of reading Individual Descriptive Reports reading at the beginning of the year so that the teacher is aware of students‟ difficulties and knowledge and thus he is able to intervene pedagogically, making better use of the instrument for children‟s learning evaluation and development.