Name: SHELLEN DE LIMA MATIAZZI
Publication date: 20/08/2020
Advisor:
Name |
Role |
|---|---|
| RENATA DUARTE SIMOES | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| REGINA GODINHO DE ALCÂNTARA | Internal Examiner * |
| RENATA DUARTE SIMOES | Advisor * |
| RITA DE CASSIA CRISTOFOLETI | External Examiner * |
Summary: The research aims to understand the historical and social constitution of poverty and how this phenomenon reverberates in school spaces, emphasizing the educational- evaluative practices developed since childhood and fostering dialogues in a formative context for professionals in Early Childhood Education in the city of Vitória- ES. Based on the studies by Arroyo (2012; 2019), Rosemberg (1996; 2006) and Yazbek (2012), it sees poverty as a macro-structural and multidimensional phenomenon that affects the lives of thousands of people, among them children from 0 to 5 years, who are the most affected by hunger, misery and rights violations. Based on studies by Sarmento (2002, 2004) and Araújo (2005), it reflects on childhood based on the pluralities of life contexts and the child's understanding as a subject of rights and a demand for public policies. Through documentary analysis, it presents the legislative field that contributed to the constitution of Early Childhood Education, breaking with assistance practices for the conquest of children's rights to education, highlighting the importance of progressive governments in consolidating this level of education. It looks at the impact of neoliberal policies on Early Childhood Education in the current context, emphasizing the proposition of an education aimed at the schooling of children, and of hegemonic models also present in evaluations, which disregard the social realities of these subjects. Based on authors such as Hoffmann (2012) and Godoi (2010), it debates the evaluation of learning in Early Childhood Education from a mediating perspective, considering children's subjectivities and pedagogical documentation to support the writing of reports. With a qualitative approach, it uses the assumptions of action research, systematized in a formative context with Early Childhood Education professionals in the city of Vitória-ES, through the Extension Course Childhoods, Assessment and the life contexts of children in situations of poverty and extreme poverty. The research seeks to establish critical-reflective dialogues about the stereotyped conception of poverty present in society and, in opposition to this understanding, it presents poverty as a political and social issue that needs the articulation of public policies to face this condition. It holds debates which focus on the themes of Childhoods, public policies for Early Childhood Education, Human Rights, social policies for income transfer, peripheral territories and, finally, school practices, contributing to the reflection on learning evaluation from a mediating perspective. The debate throughout the course allows for the analysis of evaluative reports in Early Childhood Education, with the aim of directing a look at the classificatory and excluding educational-evaluative practices also present in Early Childhood Education. With the collaboration of the subjects participating in this research, it concludes that it is possible to rethink educational-evaluative practices that consider the social contexts of impoverished children, providing the right to quality education and learning, that respect children's subjectivities and that provide a public and quality education, effectively inclusive.
