PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.creatorSilva, Tassio Jose da-
Data de aceite: dc.date.accessioned2025-08-21T23:41:39Z-
Data de disponibilização: dc.date.available2025-08-21T23:41:39Z-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2022-07-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.5585/eccos.n62.22065-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/245115-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/245115-
Descrição: dc.descriptionThe debate on the quality of early childhood education has gained prominence on the national and international scene from different political projects that paradoxically dispute quite different conceptions of early childhood education, society and children themselves. Thus, through the analysis of Sao Paulo experience expressed in the document Quality Indicators of Early Childhood Education in Sao Paulo, in force since 2013, this article problematizes how Participatory Institutional Assessment (PIA) has been applied in educational centers and which process, challenges and potentials permeate the development of this type of assessment in Early Childhood Education. The theoretical perspectives that lead these reflections come from public policies for evaluation and quality of Early Childhood Education. In a qualitative approach, we present an ethnography carried out in 2018 in a Child Education Center in the city of Sao Paulo, assuming as a basic assumption the fact that the implementation of public policies inevitably configures itself as a dynamic permeated by tensions and negotiations. However, the reflective path followed in this thesis allows us to affirm the fundamental role of the development of PIA in the quality of early childhood education, since it promotes the systematic and continuous movement of discussion of the pedagogical political project, in dialogue with the guidelines that guide child education in Brazil.-
Descrição: dc.descriptionUniv Estadual Paulista Julio Mesquita Filho UNESP, Rio Claro, SP, Brazil-
Descrição: dc.descriptionUniv Estadual Paulista Julio Mesquita Filho UNESP, Rio Claro, SP, Brazil-
Formato: dc.format21-
Idioma: dc.languagept_BR-
Publicador: dc.publisherCentro Univ Nove Julho-
Relação: dc.relationEccos-revista Cientifica-
???dc.source???: dc.sourceWeb of Science-
Palavras-chave: dc.subjectchild education-
Palavras-chave: dc.subjectparticipation-
Palavras-chave: dc.subjectparticipatory institutional assessment-
Palavras-chave: dc.subjectquality-
Palavras-chave: dc.subjectself-assessment-
Título: dc.titlePARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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