EVALUATION AND PEDAGOGICAL DOCUMENTATION IN EARLY CHILDHOOD EDUCATION: JOINTS AND CONTINUITIES IN THE PROCESS OF TRANSITION TO FUNDAMENTAL EDUCATION

Brazilian Early Childhood Education, recognized as the first stage of Basic Education, since the Law of Guidelines and Bases of National Education, has as one of its principles the evaluation as registration and monitoring of the development of babies, small children and teachers. This article seeks to reflect on the instruments of this evaluation, especially, those referred to Elementary Education and their relationship with the transition processes between the stages. Thus, it makes use of a reflection on different ways of observing and recording the daily life of Sao Paulo's Early Childhood Education is used, in the composition of the evaluation and pedagogical documentation that aim to historicize and communicate processes experienced by small children and teachers. The analytical theoretical framework is essentially composed of documents, legislation, national and municipal policies, which guide the two stages. The analyzes reveal that, when the children enter the first year, paths experienced during the Early Childhood Education can be revealed to the teachers, through listening, evaluation and pedagogical documentation that accompany the children, conceiving the processes of transition as continuity, opening paths for articulations, dialogues and integration between small and older children, teachers, families and the field of Childhood Pedagogy.