ARTICLE - CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS

ABSTRACT:

The context evaluation is based on a participatory methodology that articulates two axes: i) “the negotiation of quality” and ii) “the promotion from the inside”, which combine self-assessment with external assessment, in a dialogic process of confrontation of viewpoints. The objective of this evaluation is to systematize hypotheses and projects for educational improvement based on the items evaluated. It is a reflective evaluation, in which the claims, concerns and questions of interest groups are the basis for determining the problematizations and necessary changes. It is a participatory and formative evaluation process organized in stages. The present work aims to analyze one of the stages of context evaluation, in its initial phase, in two context evaluation experiences: one carried out in Rio de Janeiro-RJ and the other in Pinhais-PR. This step consists in carrying out a critical analysis of the evaluation instrument carried out by the teachers together with the external evaluator. The entire process was recorded in audio, transcribed and analyzed, having as theoretical reference the studies of Bondioli and Savio (2015), Moro and Coutinho (2018), Corsino and Branco (2019), among others. It was observed that in the two contexts evaluated, throughout the evaluation process, the results showed the importance of analyzing the instruments for the teacher training process, due to the teachers' awareness of the aspects to be evaluated, as well as for the construction of common understandings in the teams, in a participatory, dialogic and democratic process.

Keywords:
context assessment; early childhood education; teacher training; democratic participation