CONTEXT ASSESSMENT IN TEACHER TRAINING IN CHILD EDUCATION

This text discusses teacher training based on contextual assessment in Early Childhood Educacion. Ethical, esthetic and political aspects are taken with reference to two perspectives presente in the contexto assessment quality and participation. It starts from the premise that the evaluation in Early Childhood Education has specificties to be considered in the evaluation practices carried out in the institutions. In the initial and continuing teacher training, there is still a loto f inconsistency with regard to the specificity of the assessment airned at Early Childhood Education and the institucional identity in the assessment practices. This text reports a study carried out in a public school system, whose objective was to explore a training course in servisse, taking the contexto assessment proposed by Bondioli and Savio and also, on the studies of Bakhtin and Vigotski with regard to training as a learning path for adults. It is said that the contextual assessment carried out subsidized replanning processes around the a esthetics of institucional spaces and times, as well as the ethics of adulto-child and instituion-family relationships.