La evaluación en primera infancia: comprensiones, realidades y posibilidades de transformación en el Colegio Ofelia Uribe de Acosta IED

Abstract

The following research aims to make an analysis of the assessment processes implemented by the early childhood teachers of the Ofelia Uribe de Acosta School, contrast them with public education policies and determine their relevance in the promotion of capacities and qualities, in favor of the integral development of boys and girls. Within the framework of ethnographic research and a qualitative approach, a documentary analysis is carried out at the ministerial and institutional level, followed by the implementation of the semi-structured interview addressed to teachers and teaching managers and, of course, involving children and parents through participation in workshops and participant observation by the researchers. Among the findings found, the knowledge that teachers have of public policy that goes against their pedagogical work due to institutional requirements or their traditional practices, the concern of parents for the academic performance of their children and the emotions generated in the boys and girls to be evaluated are particularly highlighted. In conclusion, the assessment processes in initial education must resume the intentions of the public policy focused on the integral development of boys and girls through the implementation of different strategies and the pertinent adjustments in the institutional components, emphasizing the promotion of qualities and capacities not subject to a quantitative note.