FORMAÇÃO DOCENTE PARA AVALIAÇÃO NA EDUCAÇÃO INFANTIL: SABERES NECESSÁRIOSFORMAÇÃO DOCENTE PARA AVALIAÇÃO NA EDUCAÇÃO INFANTIL: SABERES NECESSÁRIOS

Assessment in Early Childhood Education occupies a central place in the pedagogical process, since it must respect the specificities of childhood and consider the integral development of children. However, many challenges still face teachers, especially regarding their initial and ongoing training. This paper focuses on teacher training for assessment in Early Childhood Education, focusing on the knowledge necessary for this practice to be consistent with the legal and pedagogical principles that govern this stage. The main objective is to reflect on how the initial and ongoing training processes contribute to the development of knowledge necessary for assessment practice in Early Childhood Education, considering the specificities of this stage. The methodology adopted is bibliographic in nature, based on the analysis of academic productions, legal documents and educational research that discuss teacher training and child assessment. The research allows us to conclude that there are still gaps in the preparation of teachers to develop a sensitive, ethical and meaningful assessment, consistent with the guidelines of Early Childhood Education. Thus, the need for training proposals that articulate theory and practice, promote active listening of children and encourage critical reflection on the assessment instruments used in everyday school life is highlighted.Assessment in Early Childhood Education occupies a central place in the pedagogical process, since it must respect the specificities of childhood and consider the integral development of children. However, many challenges still face teachers, especially regarding their initial and ongoing training. This paper focuses on teacher training for assessment in Early Childhood Education, focusing on the knowledge necessary for this practice to be consistent with the legal and pedagogical principles that govern this stage. The main objective is to reflect on how the initial and ongoing training processes contribute to the development of knowledge necessary for assessment practice in Early Childhood Education, considering the specificities of this stage. The methodology adopted is bibliographic in nature, based on the analysis of academic productions, legal documents and educational research that discuss teacher training and child assessment. The research allows us to conclude that there are still gaps in the preparation of teachers to develop a sensitive, ethical and meaningful assessment, consistent with the guidelines of Early Childhood Education. Thus, the need for training proposals that articulate theory and practice, promote active listening of children and encourage critical reflection on the assessment instruments used in everyday school life is highlighted.