A avaliação na educação infantil e sua relação com os processos de aprendizagem

Abstract

This dissertation of master degree had for objective to investigate, to evidence and to analyze the evaluation directions existing in the conceptions of teachers and students of the Infantile Education and its repercussions in the learning process, aiming at to the construction of knowledge that allowed to rethink on practical the educative one. This discussion had as theoretical support the conceptual definitions of Vigotski related to the factors as the processes of interaction and mediation, development/learning and about the relation sense/meant, beyond authors as Jussara Hoffmann, Esteban and Luckesi. The used instruments was: the considerations on some documents of the school that spoke on evaluation, daily of field, the half-structuralized interview and the activity trick with the students. The analysis of the teacher speech was carried through Analysis of Content, from which categories and subcategories of analysis had been established. The crossing of the data of the carried through analyses, the comments and the activity with the students had pointed that the context is of extreme importance in the constitution of felt in such a way in the professors as in the students. Moreover, one perceived that the directions are several, they go being constituted and they are being constructed through the experiences in such a way of professors as students and that the institution school has a primordial paper in the construction of these directions that are multiple, dissonantes, differentiated and is in constant dialogue. The directions attributed to the evaluation will have direct repercussion in the learning process, therefore the evaluation is seen much more as a product of what a process, what it weakens its link with the learning.