Evaluation of learning in early childhood education and impovery contexts

The article seeks to understand the meanings that have been attributed to the processes of evaluating learning in early childhood education, based on the analysis of evaluation reports of children enrolled in three Municipal Centers for Early Childhood Education, located in peripheral territories of the city of Vitoria-ES. Based on authors such as Hoffmann (2012) and Godoi (2010), it discusses the assessment of learning, reflecting on how assessment reports have considered the social contexts of impoverished children's lives. It resorts to the assumptions of action-research, systematized in an extension course with Early Childhood Education professionals. The course made it possible to direct views towards classifying and excluding evaluative practices. An education focused on the schooling of children was evidenced based on hegemonic models also present in the evaluations, which disregard social realities. It was possible to rethink, together with the collective, educational-evaluative practices that respect children's subjectivities, in a movement in defense of a public and quality education, effectively inclusive.