CONTEXT ASSESSMENT IN CHILDHOOD EDUCATION: A REFLECTION ON THE PROCESS OF TEACHING PRACTICE

Abstract

This work aims to analyze and reflect on the context assessment in Early Childhood Education. Assuming that the evaluation of/in Early Childhood Education characterizes the pedagogical practice in terms of the children's right to a public and quality education. The starting point was the following problem: how is assessment contextualized and practiced by teachers in the daily lives of children in/from Early Childhood Education? Considering that there must be answers to such a question, therefore, the idea of ​​researching evaluation was sharpened; Based on methodological research published in the magazine Pro-Posições da UNICAMP, the DOSSIER: "Challenges for the evaluation of context in Early Childhood Education: Italy and Brazil", which has as its main purpose to discuss the topic of evaluation of context in Early Childhood Education. As for the results, it was observed that the context evaluation process of/in Early Childhood Education must be continuously and periodically evaluated: that is, the effectiveness of learning needs to be evaluated throughout the work.