Evaluation and autonomy of children in Early Childhood Education: case study in a Montessorian orientation school Hoofman

Abstract

The article systematizes the data and reflects on the information collected with four teachers and the management team of a Montessorian school, with the objective of explaining how the evaluation process in Early Childhood Education takes place, with an emphasis on Montessorian Pedagogy, as well as seeking to understand the development process of the autonomy of the children included in this Pedagogy. The research was carried out in a school in a city in the west of the state of Santa Catarina, using a questionnaire applied via Google Forms. Data analysis follows a qualitative perspective. The theoretical basis of the study is composed of authors such as Vasconcellos (1998), Villas Boas (2004, 2008), Montessori (1965, 1992, 2017), Hoffmann (2012a), Barlow (2006), among others. The results allow understanding and conceptualizing the evaluation in the Montessorian perspective, as well as understanding how it occurs in the context of Early Childhood Education. It identified that the focus of the evaluation process is on the development of the student, giving vent to the exercise of freedom of expression, within the rhythm of each child, taking advantage of the space and time of childhood that results in the development of their full autonomy.