Assessment processes and teaching in Early Childhood Education: daily dialogues

ABSTRACT Assessment is a question that consistently occupies research in the field of childhood studies. This paper is part of the debate on assessment in childhood education with an approach to the assessment of children and its specificities at the school daily life. It presents findings form qualitative researches with daily lives, children and teachers, with observation of practices and production of narratives from teacher’s reports, besides documentary and bibliographic research. The lack of academic material that focuses on assessment in the relationship between teachers and children, evidenced by the bibliographic review, exposes that this debate and the socialization of investigations about this subject are relevant. Daily life scenes are brought to reflect upon assessment processes and evince the power of the interaction between teacher and children, wich guides the movement or proposing an assessment focused on children’s learning and development. The dialogical, reflexive and participative dimensions of the assessment stand out in a proposal that affirms the teaching action in the creation and the conduction of work, as well as the need of child presence in this process, because recognizes child as a subject of rights. Its conclusions assert that assessment is important for the understanding of children´s learning, for the organization of teaching actions and for the indication of significant issues to the continuing teacher education, as an activity integrated with school acts.