Perspectivas sobre la evaluación en la educación de la primera infancia: una revisión post-BNCC

Resumen

This article aims to analyze assessment guidelines and concepts in Early Childhood Education, considering academic works published after the implementation of the BNCC (Brazilian National Curricular Framework). Furthermore, it seeks to understand the implications of these guidelines for pedagogical practice. The text is an excerpt from an ongoing Master's research project and presents a literature review. The searches were conducted in the CAPES Journals Portal and in the Proceedings of the National Meetings of the National Association for Research in Education (Anped). This is a qualitative study, as it requires special attention to aspects that can be analyzed. Authors such as Kramer (1993), Hoffmann (1991, 1996), Luckesi (1998), Glap (2013), Bogdan (2013), Dorsan (2020), among others, supported the initial discussions of this study. The main analyses and discussions focused on: theorizing about assessment in Early Childhood Education; experiences, assessment concepts, and assessment instruments; and the relevant legislation that influences assessment practices in the post-BNCC context. The results revealed a considerably scarce number of studies and that, even with the BNCC in force, other contemporary legislation continues to exert strong influences in this field. Assessment concepts are based on descriptive, objective, and subjective aspects, but there are discrepancies in the uses of these concepts. The analysis was fundamental in confirming the urgency of new research in this field and the need for critical discussions regarding educational legislation and theories, trends, and concepts that guide assessment in Early Childhood Education.