Registros e avaliação na educação infantil: entrecruzando olhares para qualificar as práticas

Abstract

This research aims to understand, from the meanings assigned by teachers, family and children to pedagogical registration produced in an early childhood institution, how these registers may be configured as elements to support the evaluation of practices and child development at this stage of basic education. From this central purpose other questions arise: (i) how teachers of early childhood education are registering and documenting the daily lives of children in institutions? (ii) At what times, and with what purposes, teachers, families and children produce or consult those registers? (iii) What are the meanings attributed by these different characters to registration practices? (iv) How these registers can contribute to the education of adults and children? The main goal is to understand these questions from the theoretical-methodological basis of historical-cultural psychology, to which the historicity of phenomenon is taken as central category. We considered that the registration, materialized through multiples languages, mediate subject-object interaction in a specific historic and cultural context. In those practices of language, the production of meanings and, consequently, the construction of subjectivities are at stake, because it is not only about the ways with which we refer to individuals, but also the instruments with which the individuals refer about themselves and about the world. As methodological process, a case research was developed focused in an early childhood school of city of Juiz de Fora, in Brazilian state of Minas Gerais, that adopted in its pedagogical project several forms of register to evaluate the work developed. The investigation was based on the relationship established between registration and evaluation of official documents that regulate those practices in this basic education stage (BRASIL, 1998; 1999, 2009) and also in the design of evaluation as "process of documentation, interpretation and memory of studies undertaken in the institution" (SE, 2010). For field material creation, were used comments of participants, individual and collective interviews. The comments and interlocutions with individuals, developed along this research, show that it is necessary to intensify the studies on evaluation as process of documentation and production of meanings involving other interlocutor in this practice, aiming to become this action more human and dialogical.