CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION

TEACHERS' POINTS OF VIEW IN DEBATE

Abstract

This article is part of a Master's research, linked to the State University of Santa Catarina (UDESC), to the Postgraduate Program in Education, to the Educational Policies, Teaching and Training research line and to the Childhood, Citizenship and Educational Networks Research Group, developed in an educational institution of Early Childhood Education of the Municipal Teaching Network of Florianópolis (RMEF). We aim to present the meanings that the process of reflective sharing of Context Assessment in Early Childhood Education assumes in an educational institution when its results are used in a participatory and formative dimension. Methodologically, we adopted a qualitative perspective using research - action as a method of procedure and, while generating data, we performed the interactive focus group technique. From the perspective of developing a participatory, therefore democratic path, we launched the complex challenge of looking from within the pedagogical practice itself, questioning it, questioning it, having as reference the institutional identity that the educational institution intended to achieve. The research enhanced the formative character and in the context of the evaluation and found that the empowerment of teachers as participants in the evaluation enabled them to perceive themselves as authors of their own practice to trigger a negotiation process to qualify the pedagogical practice through the development of an improvement plan. In this sense, the study pointed out the need for the evaluation of the quality of environments carried out in the institutions of Early Childhood Education of the RMEF to be part of public evaluation policies, anchored in a formative methodological approach and in context.