AVALIAÇÃO NO ENSINO INFANTIL: PERSPECTIVAS CRÍTICAS A PARTIR DA TEORIA HISTÓRICO-CULTURAL

Abstract

The research problem was to analyze the contributions of historical-cultural theory to assessment in early childhood education, focusing on the implications of this approach for pedagogical practice. The general objective was to investigate how historical-cultural theory can transform assessment in classrooms, promoting the integral development of children. The methodology adopted was a bibliographic review, with analysis of academic and theoretical works on the subject. The results indicated that historical-cultural theory proposes a continuous and formative assessment, which takes into account the cognitive, social and emotional dimensions of child development. In addition, the role of the educator as a mediator in this process was highlighted, promoting meaningful learning and respecting the individuality and cultural context of children. The research also pointed out challenges to the implementation of this approach, such as resistance from educators and the need for continuous training. In the final considerations, it was concluded that historical-cultural theory offers a new assessment model, inclusive and reflective, which favors the integral development of children. However, the need for further studies was identified to deepen the application of this assessment in different educational contexts and to investigate the training of educators in the application of these practices.