As práticas avaliativas docentes na educação infantil da cidade de Caxias- MA à vista da psicologia histórico-cultural

Abstract

The study develops the following object: Teaching assessment practices in education from the perspective of historical-cultural psychology. It poses the following question: How do teaching assessment practices contribute to child development from the perspective of historical-cultural psychology? In this sense, the study has the following general objective: To analyze teaching assessment practices that contribute to child development from the perspective of historicalcultural psychology. Its specific objectives are: to identify teachers' perceptions of assessment in early childhood education in the city of Caxias, Maranhão; to characterize teachers' assessment practices in early childhood education in the city of Caxias, Maranhão; and to analyze teaching assessment practices in light of historical-cultural psychology for child development from a humanizing perspective. The theoretical framework is based on authors who articulate assessment practices in a historical and cultural context, drawing on: Ariés (1981), Kuhlmann Jr. (2015), Paschoal and Machado (2009), Pasqualini (2006), Vygotsky; Luria (1996), Vygotsky (1998, 2001, 2004), among others. Methodology: the work is based on a qualitative approach. We used the following data production devices: observation and dialogic participant interviews. It was observed that the practice of teachers, in most of the responses given, is to file the results of the assessments, where the intention to use them to redirect their pedagogical practice was minimally verified. There is a need to better prepare teachers working in the field of Early Childhood Education so that they can correctly execute the continuous cycle of the child assessment process, which consists of observation, reflection, and pedagogical action, as was evident in the statements of the authors surveyed.