Evaluation and Curriculum in Basic Education: the specificity of early Childhood Education
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0016Abstract
In current public policies, evaluation and curriculum are still on the agenda, provoking inquiries and bringing tension to debates. This paper focuses on the Early Childhood Education (ECE) field, gathering discussions about institutional evaluation and curriculum at that initial phase of Basic Education. Bakhtinian references and the approach of Ball´s policy cycle associated to academic productions related to the themes are seen as theoretical-methodological contributions, besides analysis of both Brazilian legislation documents and elements originated from bibliography research. The results demonstrate that theoretical sustentation and the ECE legal basis, in relation to evaluation and curriculum, strengthen a consolidation trajectory of its belongingness to Basic Education simultaneously to its specificity demarcation.
Keywords: Institutional evaluation. Curriculum. Early Childhood Education.
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