Estudo de caso sobre a concepção dos professores de uma escola infantil em Paranavaí – PR, quanto a relevância da avaliação na prática pedagógica

Abstract

The present work, entitled Case study on the conception of the teachers of a school child in Paranavaí – PR, as the relevance of evaluation in pedagogical practice, aims to identify the conceptions of evaluation used in the school. And analyze whether they are in accordance with the legal documents that organize education in this instance, and whether it is really adequate for monitoring the learning and development of children in early childhood education. A qualitative exploratory case study was carried out, with data collection from a questionnaire applied to eight teachers, from nursery to Garden I, aiming to analyze the pedagogical practice of evaluation. The theoretical foundation is based on authors such as Hoffmann, Luckesi, Ortiz and Carvalho, among others that approach the subject, specifically in the infantile education; as well as the Law of Guidelines and Bases of National Education 9394/96; the Curriculum Framework for Early Childhood Education (1998); National Curriculum Guidelines for Early Childhood Education (2009). And this study includes the historical context of the evaluation and the different conceptions of evaluation. In conclusion, although in the questionnaire some professionals do not explain the conception they use, but in accordance with the knowledge acquired from the reference framework of renowned authors such as Hoffmann and Luckesi, the most used is the mediator conception and that this leads to an evaluation that provides the monitoring of children’s learning and development. In addition to this conception take into account the legal basis.