O percurso histórico e o atual estágio da avaliação da educação infantil

Abstract

The National Education Guidelines and Bases Law defined Early Childhood Education as the first stage of Basic Education, which is an important step towards overcoming its welfare conception. There are many instruments available to monitor the performance of the education system aimed at converging to provide a better quality of education and to promote Public Educational Policies, as is the case with external assessments. Among them, the large-scale one is carried out by the Basic Education Assessment System (SAEB). Based on the context and not discarding the relevance of the temporality of the issue of quality in Early Childhood Education, considering the need for legal guarantee and public education policies, the general objective is to analyze, in the light of the documentary and bibliographic framework, the historical and the current stage of assessing the quality of Early Childhood Education. The specific ones were: identifying the conceptions of childhood and children's rights, especially in light of the emergence of the first daycare centers and access to Early Childhood Education; understand the context of evaluating Early Childhood Education in Brazil, based on educational documents and policies; correlate bibliographical research and the legal basis (documentary research) of the SAEB for Early Childhood Education, regarding evaluation (external and large-scale) at this stage of Basic Education. For the methodological path, a qualitative approach was chosen for the construction of the desired knowledge, proceeding with bibliographic and documentary research, through systematic data collection and analysis, through description associated with the interpretation of the results obtained. As results, the research revealed a historical evolution in the conception of children and the approach to Early Childhood Education, highlighting the role of SAEB as a monitoring tool. The complexity of debates about quality was highlighted. External evaluation has been recognized as essential for improving children's educational quality, highlighting the need for effective policies. However, the scarcity of studies on SAEB in Early Childhood Education indicates the importance of additional research to understand teacher participation and improve the evaluation process. As an educational product resulting from the research, an e-book proposal was prepared bringing the historical path of Early Childhood Education up to the current stage, which is the SAEB (the latest), which will serve as a research subsidy or source of consultations for Early Childhood Educators.