Educação infantil no cenário brasileiro pós golpe parlamentar: políticas públicas e avaliação

Abstract

Educação infantil no cenário brasileiro pós golpe parlamentar: políticas públicas e avaliação Resumo: Este artigo tem por objetivo analisar as mudanças nas proposições da política pública de Educação Infantil, em especial as políticas relativas à avaliação concernente a esta etapa, em decorrência da troca de governo resultante do golpe parlamentar que teve seu desfecho no primeiro semestre de 2016.Para tanto, situa o percurso recente de elaboração de uma política de avaliação para essa etapa educacional, destacando as metas e estratégias do Plano Nacional de Educação (PNE), e o relaciona com outras políticas em curso, como a curricular, que tem atualmente como principal escopo a definição de uma Base Nacional Comum Curricular (BNCC). Identifica-se que a revogação da portaria que definia o Sistema Nacional de Avaliação da Educação Básica (SINAEB), que incluía a Avaliação da Educação Infantil (ANEI) e a apresentação de uma terceira versão da BNCC, focada em uma perspectiva curricular baseada em competências e habilidades e com ênfase na escrita na educação infantil, coloca em risco o processo de definição de uma política avaliativa descentrada do desempenho individual das crianças e preocupada com a qualidade da oferta da educação. Outro aspecto de atenção é quanto às alianças estabelecidas na definição das políticas educacionais, tendo em vista a identificação da participação de entidades privadas não só na execução das políticas, mas na sua formulação, o que revela uma clara opção por uma lógica privatista de governo.Palavras-chave: Educação Infantil. Cenário Político pós golpe. Avaliação. BNCC.Children Education in the Brazilian scenario after parliamentary coup: Public policy and evaluation Abstract: This article aims to analyze the changes in the public police propositions of Children Education, in particular the evaluation policies concerning this stage, due to the change of government resulting from the parliamentary coup that had its end in the first half of 2016. Therefore, it sets the recent course of elaborating an evaluation policy for this educational stage, highlighting the goals and strategies of Plano Nacional de Educação (PNE) and links it to other ongoing policies, such as the curriculum, which currently has as its main scope the definition of a Base Nacional Comum Curricular (BNCC). It is identified that the revocation of the decree that defined the Sistema Nacional de Avaliação da EducaçãoInfantil (ANEI) and the presentation of a third version of BNCC, focused on a curricular perspective based on skills and abilities and with an emphasis on writing in children's education, jeopardizes the process of defining a descentralized evaluation policy on the individual performance of children and is concerned about the quality of education provision. Another aspect of attention is the aliancesestabilished in the definition of educational policies, in order to identify the participation of private entities not only in the implementation of policiebut in their formulation, which reveals a clear choice fo...

Article - Mixed-Method Evaluation to Promote the Quality of Early Childhood Education: Potentiality and Tensions of a Collective Production

“…The different conceptions and expectations present in the educational program or institution are equally important and need to be incorporated into the evaluation. In addition to rigor in planning and the instrument used, for Coutinho and Moro (2017), democratic principles must be present to create engagement, generate self-reflection and awareness about the roles of each person in the school and the collective responsibilities in the school process of change and institutional improvement.…”

“…Early Childhood Education, marked by historical, political, social, cultural, and institutional constraints, is subject to disputes by different social actors, which extend in time and space and which translate into the adoption of different evaluation models (ALVARENGA; VIANNA, 2021;COUTINHO;MORO, 2017;NEVES;MORO, 2013;ROSEMBERG, 2001ROSEMBERG, , 2013. Throughout its institutionalization, the debate on the relationship between evaluation focused on monitoring children and the interest in the determinants of Early Childhood Education has gained complexity (CAMPOS, 2020).…”

Dimensões para análise de propostas de avaliação de políticas de Educação Infantil

“…Like Rosemberg (2013) and Campos (2013), the author underlines the role of the State for the guarantee of the right to education of quality for all children, what assumes an evaluation process that has consequences and commitment with the continued improvement of the educational quality. Coutinho and Moro (2017) analyze the changes in the proposals of the Early Childhood Education public policy, especially policies related to evaluation, in result of the parliamentary coup in 2016 in Brazil. They also highlight that there was a rupture with the democratic perspective, until then placed in the process of formulation of a national policy of evaluation of the quality.…”

“…Considering the hypothesis that the integration of Early Childhood Education institutions with education systems has opened a way for the implementation of external and large-scale evaluations, aimed at this stage, the author presents the case study in which the evaluations were crossed by ideological biases with an emphasis on neoliberal and managerial conceptions, opposing legal documents in force. Moro (2017) reflects on evaluation and the national educational policy, aimed at Early Childhood Education in Brazil, discussing the proposal of a national policy of evaluation of the stage and indicating advances and retrocessions in the recent trajectory of this debate. The author indicates the challenge of monitoring and evaluating the supply, including its protagonists, in an evaluation process that is participatory, dialogic, democratic, and formative, contributing for the expansion of professionalism and quality of services.…”

Artigo - Avaliação Mista Para Promoção Da Qualidade Da Educação Infantil: Potencialidades E Tensões Em Produção Coletiva

“…A Educação Infantil, marcada por condicionantes históricos, políticos, sociais, culturais e institucionais, está submetida a disputas de atores sociais diversos, que se estendem no tempo e no espaço e que se traduzem na adoção de distintos modelos de avaliação (ALVARENGA; VIANNA, 2021; COUTINHO; MORO, 2017;NEVES;MORO, 2013;ROSEMBERG, 2001ROSEMBERG, , 2013. Ao longo de sua institucionalização, ganhou complexidade o debate sobre a relação entre a avaliação focada no acompanhamento das crianças e aquela interessada nos determinantes da Educação Infantil (CAMPOS, 2020).…”