Institutional evaluation and teacher education as dialogical practices in Early Childhood Education

This article, based on research focused on institutional evaluation within Early Childhood Education in the context of a Brazilian municipality, analyzes the educational formative movements resulting from this evaluative action. Supported by Bakhtinian theoretical-methodological references, this research is characterized by its qualitative and exploratory approach, with documental analysis procedures and semi-structured interviews. In the scope of this text, we focus especially on the statements expressed in interviews with eleven teachers. The data analysis shows the configuration of an event marked by the multiplicity of voices that make up the debate on the quality of Early Childhood Education as it is offered, in articulation with the defense of children's right to education and the recognition and appreciation of teachers. We conclude that institutional evaluation has great formative potential for those involved, since it can urge dialogical movements situated in a disputed agenda within current public policies.