ASSESSMENT IN EARLY CHILDHOOD EDUCATION: FROM THE BNCC TO ASSESSMENT PRACTICE

Abstract

Assessment in Early Childhood Education is still, in many contexts, associated with verification, comparison and classification practices that have little dialogue with the characteristics of the development and learning of young children. This article discusses assessment in Early Childhood Education based on the guidelines of the National Common Curricular Base (BNCC), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and Brazilian educational legislation, seeking to understand how an assessment practice without tests can be organized in the daily pedagogical routine. This is a bibliographic and documentary research, with a qualitative approach, built from the analysis of normative documents and studies on mediating assessment, observation, recording and pedagogical documentation. The discussion shows that assessing at this stage does not mean abandoning the monitoring of learning, but modifying its purpose, its instruments and its relationship with planning. Systematic observation, written records, photographs, children's productions, portfolios, descriptive reports and listening to children's manifestations constitute possibilities for producing evidence about unique trajectories. It is concluded that assessment without tests requires teaching intentionality, clear criteria, professional training and dialogue with families, so that records are not just bureaucratic documents, but instruments of reflection, re-planning and guarantee of learning and development rights.