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Abstract(s)
A temática da avaliação pedagógica tem sido alvo de preocupação no contexto da educação de infância, no sentido de desconstruir a ideia de classificação das aprendizagens das crianças e de valorizar os modos de aprendizagem e os progressos das crianças. O presente estudo pretende compreender o processo de avaliação, desenvolvida através da documentação pedagógica, no âmbito das pedagogias participativas, mais concretamente, da Pedagogia-em-Participação.
É um estudo de natureza compreensiva, centrado na interpretação das narrativas que revelam o processo de avaliação pedagógica realizado através da documentação, e dos seus efeitos para a transformação do contexto e dos atores envolvidos, com vista à construção de conhecimento sobre a transformação (Oliveira-Formosinho, 2016c, 2018; Oliveira-Formosinho & Sousa, 2019).
No plano metodológico, a investigação enquadra-se no paradigma qualitativo, através de um estudo de caso. Pretende-se compreender o processo de avaliação e documentação pedagógica desenvolvido por profissionais estabelecidas na área da educação de infância e na Pedagogia-em-Participação em particular.
O estudo evidencia que a avaliação pedagógica sustenta a transformação da pedagogia, ao usar a documentação como um veículo central para a reflexão sobre a praxis, no sentido da criação de novos significados e procedimentos no processo de ensino e aprendizagem. Contribui, assim, para a discussão e a reflexão sobre as políticas que impactem significativamente na qualidade da educação de infância, enquanto contexto privilegiado na ética do exercício dos direitos das crianças e dos adultos e a vivência da participação e da democracia.
Evaluation within the context of early childhood education has been a matter of concern, in order to deconstruct the idea of classifying children's learning and to value learning processes and the progress of children. The present study intends to understand the evaluation process, developed through pedagogic documentation, in the scope of participatory pedagogies, more concretely, Pedagogy-in-Participation. It is a comprehensive study, centered on the interpretation of the narratives that reveal the process of evaluation in early childhood, carried out through documentation, and its effects for the change of the context and the actors involved, with the purpose of building knowledge on this change (Oliveira-Formosinho, 2016c, 2018; Oliveira-Formosinho & Sousa, 2019). At the methodological level, the research fits the qualitative paradigm, through a case study. It is intended to understand the evaluation process and pedagogic documentation developed by professionals established in the field of early childhood education, particularly in Pedagogy-in-Participation. The study asserts that evaluation supports the transformation of pedagogy, using documentation as way of reflecting on practice, in the sense of building new meanings and procedures in the teaching and learning process. The study contributes to the debate and thinking on policies that may have a significant impact on the quality improvement of early childhood education, as a privileged and ethical setting for exercising children´s and adults´ rights, and for living the values of participation and democracy.
Evaluation within the context of early childhood education has been a matter of concern, in order to deconstruct the idea of classifying children's learning and to value learning processes and the progress of children. The present study intends to understand the evaluation process, developed through pedagogic documentation, in the scope of participatory pedagogies, more concretely, Pedagogy-in-Participation. It is a comprehensive study, centered on the interpretation of the narratives that reveal the process of evaluation in early childhood, carried out through documentation, and its effects for the change of the context and the actors involved, with the purpose of building knowledge on this change (Oliveira-Formosinho, 2016c, 2018; Oliveira-Formosinho & Sousa, 2019). At the methodological level, the research fits the qualitative paradigm, through a case study. It is intended to understand the evaluation process and pedagogic documentation developed by professionals established in the field of early childhood education, particularly in Pedagogy-in-Participation. The study asserts that evaluation supports the transformation of pedagogy, using documentation as way of reflecting on practice, in the sense of building new meanings and procedures in the teaching and learning process. The study contributes to the debate and thinking on policies that may have a significant impact on the quality improvement of early childhood education, as a privileged and ethical setting for exercising children´s and adults´ rights, and for living the values of participation and democracy.
Description
Keywords
Pedagogia-em-participação Pedagogy-in-participation Avaliação pedagógica Documentação pedagógica Evaluation in early childhood education Pedagogic documentation