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Publication
Avaliação em Educação Pré-escolar: Conceções dos Profissionais do distrito de Água Grande de São Tomé e Príncipe
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Abstract(s)
A avaliação na educação pré-escolar assume um papel central no acompanhamento do desenvolvimento das crianças, orientando as práticas pedagógicas dos educadores e auxiliares. Ela é predominantemente formativa e recorre a metodologias e instrumentos diversificados que, de forma integrada, constroem documentação sobre o progresso da criança e a qualidade da intervenção educativa. Em São Tomé e Príncipe, a educação pré-escolar, tutelada pelo Estado, é um direito universal, obrigatório e gratuito para crianças dos 4 aos 5 anos. O presente estudo, procurou compreender no geral, as conceções e práticas dos profissionais da educação pré-escolar, sobre a avaliação das crianças que se desenvolvem em contexto de jardins de infância do Distrito de Água Grande, maior distrito na densidade populacional de São Tomé e Príncipe. Com base nos resultados, foi proposto melhorias para o desenvolvimento deste processo considerando abordagens pedagógicas diversas. A investigação adotou uma abordagem mista (quantitativa e qualitativa), através da análise documental, aplicação de inquéritos por questionário e realização de entrevistas, envolvendo 114 profissionais de 14 jardins de infância. Os resultados evidenciaram que, embora os profissionais demonstrem conhecimento teórico sobre o processo de avaliação, persistem lacunas significativas nas práticas, nomeadamente na frequência, metodologias, instrumentos utilizados e finalidades atribuídas à avaliação. Verificou-se também a ausência de uma linha de pensamento comum entre os profissionais, associada a desafios como a insuficiência de formação específica, deficientes condições de trabalho, desvalorização profissional e fragilidades nos programas de formação inicial e contínua. Face a estes resultados, propõe-se que futuros estudos aprofundem temáticas como: o impacto da avaliação de desempenho nas práticas pedagógicas, a relação entre formação educativa e qualidade do ensino, a articulação entre teoria e prática na avaliação, o papel da supervisão pedagógica e as lacunas e sinergias nas estruturas de coordenação, orientação e supervisão.
Assessment in Preschool Education plays a central role in monitoring children’s development, guiding the pedagogical practices of educators and assistants. It is predominantly formative and relies on diverse methodologies and tools that, in an integrated manner, build documentation on children’s progress and the quality of educational intervention. In São Tomé and Príncipe, preschool education, overseen by the State, is a universal, compulsory, and free right for children aged 4 to 5. This study aimed to understand, in general, the assessment conceptions and practices of preschool education professionals in kindergartens regarding the evaluation of children in the context of kindergartens in the district of Água Grande, the most densely populated district of São Tomé and Príncipe, by identifying the tools and procedures used. Based on the results, improvements were proposed for the development of this process, considering various pedagogical approaches. The research adopted a mixed-methods approach (quantitative and qualitative), through document analysis, the administration of questionnaires, and the application of interviews, involving 114 professionals from 14 kindergartens. The results showed that, although professionals demonstrate theoretical knowledge about the assessment process, significant gaps remain in practice, particularly regarding its frequency, methodologies, tools used, and purposes attributed to assessment. A lack of a shared perspective among professionals was also observed, along with challenges such as insufficient specific training, poor working conditions, professional undervaluation, and weaknesses in initial and ongoing training programs. Considering these results, it is proposed that future studies explore topics such as the impact of performance assessment on pedagogical practices, the relationship between educational training and teaching quality, the articulation between theory and practice in assessment, the role of pedagogical supervision, and the gaps and synergies in coordination, guidance, and supervision structures.
Assessment in Preschool Education plays a central role in monitoring children’s development, guiding the pedagogical practices of educators and assistants. It is predominantly formative and relies on diverse methodologies and tools that, in an integrated manner, build documentation on children’s progress and the quality of educational intervention. In São Tomé and Príncipe, preschool education, overseen by the State, is a universal, compulsory, and free right for children aged 4 to 5. This study aimed to understand, in general, the assessment conceptions and practices of preschool education professionals in kindergartens regarding the evaluation of children in the context of kindergartens in the district of Água Grande, the most densely populated district of São Tomé and Príncipe, by identifying the tools and procedures used. Based on the results, improvements were proposed for the development of this process, considering various pedagogical approaches. The research adopted a mixed-methods approach (quantitative and qualitative), through document analysis, the administration of questionnaires, and the application of interviews, involving 114 professionals from 14 kindergartens. The results showed that, although professionals demonstrate theoretical knowledge about the assessment process, significant gaps remain in practice, particularly regarding its frequency, methodologies, tools used, and purposes attributed to assessment. A lack of a shared perspective among professionals was also observed, along with challenges such as insufficient specific training, poor working conditions, professional undervaluation, and weaknesses in initial and ongoing training programs. Considering these results, it is proposed that future studies explore topics such as the impact of performance assessment on pedagogical practices, the relationship between educational training and teaching quality, the articulation between theory and practice in assessment, the role of pedagogical supervision, and the gaps and synergies in coordination, guidance, and supervision structures.
Description
Keywords
Avaliação Educação pré-escolar Conceções e práticas