Pela construção de inéditos viáveis na avaliação da educação Infantil: uma análise das diretrizes curriculares de Uberlândia-MG

Abstract

This research, conducted within the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU)—specifically within the "Educational Knowledge and Practices" research line—addresses the topic of assessment in Early Childhood Education. It begins with the following problem: How is assessment in Early Childhood Education conceived within the Municipal Curriculum Guidelines for Early Childhood Education? The general objective of this dissertation is to analyze how the Early Childhood Education Curriculum Guidelines of the municipality of Uberlândia present assessment in this educational stage, identifying its characteristics. Its specific objectives are: i) to identify the conceptions of the child, childhood, curriculum, and assessment that underpin Uberlândia’s Municipal Curriculum Guidelines for Early Childhood Education; ii) to examine how the document guides the connection between assessment and the "fields of experience" in curriculum structuring, while reviewing the suggested assessment tools; and iii) to analyze, through the lens of Freirean epistemology, the extent to which these guidelines align with or diverge from a conception of assessment that is critical, dialogic, and emancipatory. To achieve these objectives, the study employed qualitative research based on document analysis and a literature review. The concept of the "viable unprecedented" (inédito viável) is used to reveal the limitations and contradictions within the regulatory text, aiming for a critical analysis that contributes to reflection on the field and the educational reality in Uberlândia.