Ao investigar como a avaliação na Educação Infantil vem sendo tratada nas políticas nacionais e na Rede Municipal de Educação Infantil da cidade de São Paulo, este artigo busca estabelecer relações consonantes entre os princípios da avaliação presentes nos documentos oficiais com os princípios da avaliação formativa, construída coletivamente entre docentes, bebês e crianças pequenas da Educação Infantil que, por sua vez, ainda tem apresentado práticas avaliativas seletivas e classificatórias modeladas pelo Ensino Fundamental - que também merecem ser revistas, por uma Pedagogia da Infância e da primeira infância, de protagonismo infantil e de avaliação das políticas, concepções e práticas docentes.

RESUMENEl presente artículo tiene como objetivo analizar críticamente los desdoblamientos y las implicaciones de la homologación de la Base Nacional Común Curricular (BNCC) en la (re)formulación de propuestas curriculares de instituciones/redes de enseñanza. Las reflexiones presentadas son hechas a partir de la articulación entre el análisis de discusiones en eventos sobre la BNCC con el referencial teórico seleccionado para el presente estudio. Entre los aspectos apuntados destacase: la trayectoria de la elaboración de la BNCC, la estructura del documento, consecuencias de la aprobación de la BNCC para la (re)elaboración e implementación del currículo en las diferentes redes de enseñanza, demandas formativas impuestas por la BNCC y desafíos impuestos por la BNCC y desafíos impuestos para que el documento llegue hasta las escuelas. Palabra-clave: BNCC. Reformulación curricular. Políticas de formación académica.

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The present doctoral research aims to investigate the transition processes of young children from Early Childhood Education to Fundamental School, in integrated training meetings between professionals from both areas, in the defense that they are essential for the problematization of pedagogical work peculiarities in each one of the stages and in what they involve, unite, articulate, in construction of minor ruptures and greater continuities in Early Childhood Education. The integrated training meetings analyzed prioritized the reflection of conceptions and practices on transition process in two distinct contexts, in the Optative Course of one of the Regional Education Directory from São Paulo, and in the Study Group (coordinated by the researcher), with professionals who work in Early Childhood Education and in the initial years of Fundamental School of Municipal Education Network of São Paulo. These meetings were observed, monitored and/or coordinated by the researcher, looking for sharing, interacting and building up new knowledge, know-how, the fields of the early childhood pedagogy, from social studies of childhood and from municipal and national public policies. With methodological inspiration in action-research, materials produced were recorded in a field diary, audio recordings and records prepared by the research participants and collaborators of research (upon authorization). Besides showing how normative and curricular documents of the São Paulo and Brazilian educational networks have approached transition, the joint analyses to speeches and reflections of professionals, during meetings, reveal fundamental aspects that are placed for debate such as: the guidance and support to educational units and to management and teaching teams, about necessary actions to reduce ruptures in the passage of children and their families, from one stage to the other; the need to expand spaces of integrated training among professionals of Early Childhood Education and Fundamental School; the role of teaching and management teams in actions of articulation between the two stages, with emphasis on pedagogical coordination; the guarantee of the right to childhood, to play, to welcome and to protagonism of children and professionals in both; besides the importance of building an education and a formation of entire bodies, which recognize and value multiple languages and expressions of children and professionals from childhood schools.