The present work of course conclusion presents the conceptions of evaluation in the infantile education in a public school of Arraias-TO, from the perspective of two teachers who act in this stage of education. The main objective of this research was to identify the forms of evaluation adopted by the school and by these teachers, as well as to understand the arrival and departure of these students in a class of Pre II (children between five and six years of age), identifying which instruments are used as ways of assessing the level of development of children. It is therefore a work with a qualitative approach, from the data collection through a questionnaire directed to the two teachers who worked on the afternoon shift of the referred institution. The work was done from the reading and discussion of works by authors who deal with the evaluation theme, such as Hoffmann (2017), Luckesi (2004), Neves and Moro (2013), Oliveira (2002), Paro (2000) and Pereira 2013), and which discuss evaluation especially in the first stage of basic education, in addition to consulting official documents such as the Education Guidelines and Bases Law 9394/96, the National Curriculum Frameworks for Early Childhood Education (1996), the Guidelines National Curricula for Early Childhood Education (2009) and the National Curricular Common Core (2017). As results, this work pointed out that the school and the teachers evaluate the children all the time and as instruments they use games, play activities, reports, evaluation sheets and observation of the development of the child. At the beginning of the school year, the teachers also reported that they applied a diagnostic evaluation to know the level of development of the children, since this instrument would guide them in the production of the teaching plan.
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