Avaliação de Contexto em Educação Infantil: a participação e o protagonismo docente

Abstract

The text presented here turns to the main participation of the teacher in the context evaluation in early childhood education. Such study is consistent with the Italian methodology and bibliography produced by the group of researchers of Universitá degli Studi di Pavia. In this sense, the evaluative approach of context here studied considers that the institution of early childhood education is a relational microsystem, aimed at the socialization and development of children and adults; and that the evaluation of the educational quality is self- reflexive, negotiated and participated, formative and transformative. The professionals of early childhood education, in the perspective of evaluation of the context here investigated, choose to participate in the process which contains collective dynamics and which counts with the mediation of the trainer/evaluator. During this process, with their confrontations, we identify the construction of a democratic context, connected to the different voices, which unite in a protagonic way so that there is an intentional action in favor of improving the quality of education offered to children.