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Publication
Que avaliação na educação de infância?
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Advisor(s)
Abstract(s)
Partindo da ideia de que a racionalidade existente na organização intencional de
contextos de aprendizagem, na Educação de Infância, exige uma avaliação, esta
reflexão procura tornar evidente a forte relação, do ponto de vista conceptual, entre o
currículo e a avaliação.
Após a discussão, em termos gerais, da evolução dos modelos curriculares,
como referenciais da prática pedagógica, envereda-se pela análise de três modelos
pedagógicos específicos de Educação de Infância: o modelo High Scope, o modelo do
Movimento da Escola Moderna - MEM, e o modelo de Reggio Emilia, deles extraindo o
papel fundamental da observação (participante) na avaliação, enquanto ferramenta
imprescindível para a promoção de aprendizagens significativas.
Starting from the idea that the rationality existing in the intentional organization of learning contexts in Childhood Education requires an evaluation, this reflection seeks to make evident the strong relationship, from the conceptual point of view, between curriculum and evaluation. After discussing in general terms, the evolution of curriculum models, as benchmarks of teaching practice, the analysis is turned to three specific pedagogical models in Childhood Education: the High Scope model, the model of the Modern School Movement - MEM, and the model of Reggio Emilia, extracting from them the fundamental role of (participant) observation in the evaluation, while indispensable tool to promote meaningful learning.
Starting from the idea that the rationality existing in the intentional organization of learning contexts in Childhood Education requires an evaluation, this reflection seeks to make evident the strong relationship, from the conceptual point of view, between curriculum and evaluation. After discussing in general terms, the evolution of curriculum models, as benchmarks of teaching practice, the analysis is turned to three specific pedagogical models in Childhood Education: the High Scope model, the model of the Modern School Movement - MEM, and the model of Reggio Emilia, extracting from them the fundamental role of (participant) observation in the evaluation, while indispensable tool to promote meaningful learning.
Description
Keywords
Modelos pedagógicos Observação Avaliação Pedagogical models Observation Evaluation . Faculdade de Ciências Sociais
Citation
Sousa, J. M., & França, A. M. (2015). Que avaliação na educação de infância?. Interacções, 10(32), 40-53 pp. https://doi.org/10.25755/int.6347
Publisher
Escola Superior de Educação do Instituto Politécnico de Santarém