Cadê a avaliação que estava aqui? Sentidos e concepções que permeiam o processo de transição das crianças em idade pré-escolar para o 1º ano do Ensino Fundamental

Abstract

This master's dissertation investigates the conceptions and meanings that permeate the pedagogical processes in the transition experienced by preschool children to the 1st grade of elementary school, based on studies about learning evaluation. The field research was authorized by the Municipal Education Secretary of Rio de Janeiro (SME/RJ) and carried out in a public school located in the area of the 6th Regional Education Coordinator (6th CRE). Recognizing Early Childhood Education for the specificities, conceiving children as the central subjects of the educational process and assuming evaluation for the formative bias that constitutes it are the pillars of this study. The research is included in the scope of investigation of the Group for Study and Research in Policies, Evaluation and Childhood (GEPPAI), accredited by the Graduate Program (ProPEd /UERJ). As theoretical contributions, we have the contributions of Esteban (1993) Hoffmann (2009) and Louzada (2017, 2020, 2021, 2023), who discuss the tensions of learning evaluation in Early Childhood Education, the impacts of the preparatory logic in preschool classes, and the place of literacy at this stage. About the childhoods that inhabit Early Childhood Education, I found in Kramer (2007, 2011, 2013), Qvortrup (2010a, 2010b, 2011), Fernandes (2005, 2009) and Sarmento (2003, 2011) a powerful discussion about the meanings of childhood, the historical meanings that influence the thinking about children and the educational process. For the discussions about the transition process between the mentioned segments, Barboza (2020) and Pina (2019) bring reflections, indicates the dichotomies of pedagogical practices, the existing challenges, and the disagreement of policies that guide the educational work in schools. About the institutional evaluation, Freitas et al. (2012) show us the three levels of evaluation, offering understanding about the functioning and interaction of these processes within schools. We base our methodology on the studies of Toledo and Jacobi (2013); Lüdke and André (1986) who think the empirical observation and the relationships established in the field research, as a favorable scenario for the research-action-participant, principle understood by its double movement and possibility of social transformation. I believe that the research indicates points of attention regarding the pedagogical practices that are being adopted by the municipal system of Rio de Janeiro, although Early Childhood Education be officially guided by documents that match the specificities, it is noticeable the distance of the proposals designed for the first-grade classes of Primary Education. The observed evaluative practices become decontextualized and the children, after they leave Early Childhood Education, are responsible and classified prematurely, in case they do not fit what was established as standard by the network's evaluative guidelines. I conclude that to assume the evaluation practices as a pedagogical possibility, aligned to the Early Childhood Education context, is to refute the linearity of children's learning paths and the simplification of this stage to a limited preparation for future stages of life. Therefore, I defend Early Childhood Education for its potentiality, meaningful learning as a right, and assessment for the process perspective, understood as a possibility to investigate the educational process.