Early Childhood Education and institutional evaluation: pathways and challenges

Abstract

The trajectory of Brazilian education brings together strikes that, at different moments, accentuated the demand for confrontations, reverberating in conquests in the field of public policies. Focusing on the period of the last four decades, this text aims to highlight relevant issues about the trajectory of Early Childhood Education and institutional evaluation in Brazil. Anchored in Bakhtinian theoretical and methodological assumptions and elaborated in a theoretical research perspective, the present article dialogues with scientific productions, legal orders and guiding documents published between 1970 and 2017. Analyzes of these written traces indicate that the change in the directions of the first stage of education has been consolidating itself in movements of dispute and these historical events mark positions of resistance and possibilities of advances. Regarding the institutional evaluation in Early Childhood Education, the systematization of this study made it clear that the current panorama, arising from many historical facts, is not exclusively a matter of educational issues, and is limited to the history of children, working families, teacher education, public policies, economic and social determinants, among other elements. It is concluded, therefore, that in the interlocution of the institutional evaluation with the Early Childhood Education, one can not do without the socially referenced quality and, in this direction, one of the challenges posed is the consolidation of evaluation systems linked to participatory dynamics and the conditions of which we offer children in their educational process.