UNVEILING THE EVALUATION IN THE EARLY YEARS AND ITS CONNECTION WITH THE BNCC: A LOOK AT THE CONCEPTIONS AND PRACTICES OF TEACHERS IN UBATÃ-BA

Abstract

In everyday school life, assessment takes different forms and, therefore, continues to be a field surrounded by misunderstandings and truncated information. A true definition for its meaning is sought, precisely because it is one of the most problematic aspects in pedagogical practice, from the National Curricular Parameters (PCNs) to the recent approval of the Common National Curricular Base (BNCC) in 2018. In this sense, the present article aims to understand the conceptions and assessment practices of teachers of the early years of a school in Ubatã/ BA, in order to understand whether they converge or diverge with the guidelines of the BNCC. For this, the methodology of qualitative approach was chosen, and the work was configured as a field research. Thus, the data from this research were obtained through semi-structured interviews, related to the theoretical framework: Luckesi (2011), Hoffmann (2008), Perrenoud (1999), among others. Through the research data, it was found that teachers need training on the fundamentals of the BNCC, in view of the constant improvement of pedagogical practice and the achievement of their students' learning in a significant way.