La conjugación de diferentes temporalidades en la construcción de la idea de calidad en la Educación Infantil

Abstract

This article presents the results of a research inserted in a broader investigation that had the participation of four Brazilian universities and an Italian university. The aim of this study was to analyze the scope and limits of two Italian scales in the process of assessing the quality of the contexts of an Early Childhood Education School located in Belo Horizonte, Brazil. Through a process of evaluation based on the principles of participation and negotiation, the idea of quality emerges from the confrontation of points of view of the different participants involved in it (in this case, researchers and teachers). From the data produced through the shared evaluation, negotiated and produced collectively by the researchers and a group of teachers, the potential of the evaluation instruments was evidenced. Such instruments have proved to be mediators capable of promoting not only the idea of quality, but also the collective development of the group, emphasizing teachers’ awareness of the work carried out in early childhood education institutions. The dialogue established with the teachers in the process of use and discussion of the Italian scales has also allowed us to perceive the intertwining of different temporalities (institutional time, teaching work time, planning time, children’s time, among others) that connect in the process of building of the idea of quality.