EVALUATION IN CHILDHOOD EDUCATION AND THE BNCC BÁRBARA SUBTIL SANTOS, THAIZA ROSÁRIO ANDRADE, MARIA CRISTINA SILVA PEREIRA ALVES

Abstract

The objectives of this work are to address the process of evaluating children in early childhood education in the historical political context of the implementation of the National Curriculum Guidelines for Early Childhood Education (DCNEI) from zero to five years, established by Resolution CNE/CEB nº 05/2009 and of Common National Curriculum Base and know the teaching practices of assessment in early childhood education. The Law of Guidelines and Bases of National Education (LDB) provides that the assessment must not aim at promoting the child and must occur through records that show the evolution of the child's development, that the mandatory workload is 800 hours, shifts of at least 4 hours for partial and 7 hours for full and mandatory minimum attendance of 60%. The DCNEI is the document used to guide various implementing levels of education. These guidelines also address the conception of the pedagogical proposal, the principles, the pedagogical practices, always based on the child's interaction and games, and the assessment. Classroom observation, reading and socialization of assessment records and periodic monitoring are part of the assessment process and often use forms as a tool for recording and monitoring the evolution of children. The sheets contain questions that address the five fields of experience appropriate to the child's age group. With the information recorded, it is possible to adapt the classroom strategy to encourage children in areas that are in demand and thus improve the experience lived in the classroom.