Avaliar na Educação Infantil: processos formativos pensados e negociados a partir da construção da documentação pedagógica dos bebês

Abstract

Based on the problematization of how the pedagogical documentation of babies is carried out in a kindergarten in the municipality of Volta Redonda, in the state of Rio de Janeiro, this paper aims to understand this documentation as an evaluation tool, allowing teachers to have a broad view of babies' learning processes, supporting the organization of day-to-day life in the kindergarten and offering ways to structure the teacher training process. The research analysis revealed the need to perceive nursery school babies as subjects, with their own particularities, different from pre-school children, thus occupying a different place in the childhood generation. The whole of this research is based on the theoretical and methodological references of studies in/of/with everyday life, from a perspective that accompanies and reveals the complex movements of everyday life, in a respectful commitment to nursery school teachers and babies, and autobiographical research, which brings together the narratives and training practices of the researcher/pedagogical coordinator and the babies' teacher. The methodological tools used in this proposal are a literature review, observation, conversations with one of the teachers at the institution where the research was carried out, observation and field recording. Through this dialog between the educators, we found that pedagogical documentation is a powerful evaluation tool in daycare centers, allowing teachers to research their own practice as part of their training process. In this sense, more than just a fad, we found pedagogical documentation to be a powerful assessment tool in nursery schools, as it enhances the teacher's training process, qualifying their teaching practices with and for babies.