Cristais do tempo: cartografias de registros avaliativos na pré-escola

Abstract

The present dissertation is a rhizomatic movement that moves through the childhood memories and the teaching childhood of a teacher-researcher involved with cartography. The evaluation of learning in early childhood education and the evaluative records are the problematic field of this construction in modes of writing and conversations. It presents as a research problem to understand and map experiences that inspire children's records and how they cross and help to compose the evaluation processes of children in early childhood education, carried out through photographic records, activities, filming and games that are shared and mobilized as procedures that tension the evaluation in early childhood education, having the cartography according to Kastrup (2020) as something moving in this research and how they foster the inventive curricula in preschool. Therefore, the intentionalities of the cartographic movements of this work are constituted in a scrutiny of academic productions in a movement of scri-reading performed in theses and dissertations in the field of education that deal with curriculum and evaluation in early childhood education. The field research with the perspective of weaving a research-intervention took place in a Municipal Center for Early Childhood Education located in the city of Cariacica – ES. In this sense, to draft the lines of intentionality, the following processes of data production were used: conversations with teachers and conversations with children, monitoring of daily school life, assessment records considered by teachers and the school as pedagogical documentation and analysis of children's productions. The research presents an inventory produced with/among school practitioners as a continuity of rhizomatic movements. The research is woven between the enunciations of Deleuze and Guattari (2011;2012), Bergson (2010), Corazza (2007; 2008), Kohan (2011), Gomes (2015), Nunes (2012), Larrosa (2002), Rolnik (2016), Passos, Kastrup and Escóssia (2020) among other authors. The research highlights the need for expansion of theoretical-practical studies in the field of inventive evaluation of learning among teachers of early childhood education. It shows that teaching in early childhood education in the city of Cariacica is committed to produce meanings and affections with experiences that expand the potential of childhood from the protagonism of children in the involvement of routines and activities proposed in municipal centers for early childhood education. However, the consolidation of a markedly prescriptive curriculum for teaching practices stands out. Regarding the children's conversations, the children demonstrated protagonism in their experiences in the institution, sharing their experiences with enthusiasm and satisfaction. The conversation with the teachers of the institution demonstrated the need for discussion about the amount of prescriptive documents to be built in early childhood education.