EVALUATION IN CHILD EDUCATION: THE CHILDREN'S ROLE IN EVALUATION PROCESSES

This text aims to contribute to the debate on Early Childhood Education as space and time for childcare, considering the child as a historical subject with rights and who develops himself/herself in the contact with the other and with the cultural contexts in which he/she is inserted. The reflections focus on the analysis of the official national documentation, in order to identify how children's participation is expressed in the curriculum in Early Childhood Education, regarding the issues that specifically deal with the assessment of their learning and achievements, and the place they occupy in these processes. It was possible to identify some tensions in the documents themselves on the question of the design and procedures for assessing the pedagogical work and the children's achievements; and also the weakening of a curricular position that unconditionally defends the participation of children in the processes that are linked to his/her education.