Evaluation in pre-school: an analysis based on a teacher's reports
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0017Abstract
This paper presents the results of a study that aimed to understand how a teacher from a municipal pre-school school in Rio Grande (RS) saw evaluation in this phase of basic education. The research was carried out through document analysis whose corpus comprised “Evaluation Reports” written in 2014. The data analysis was supported by the studies of Barbosa (2006; 2008); Hoffmann (2003, 2011, 2014), Bondioli (2004), Guimarães and Oliveira (2014). The results indicated an evaluation perspective focused on the teachers’ work rather than on the children, highlighting proposals and results, without emphasizing the trajectory. All the reports analyzed presented systematically the same structure and text organization, regardless of the children being evaluated. The conclusion, therefore, was that the particularities of each child were neglected in the reports, since all of them could be described by using the same sentence.
Keywords: Evaluation. Pre-school. Evaluation reports.
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