The present work deals with the evaluation of teaching performance in the pandemic. Result
of a survey with teachers who work in the area of Early Childhood Education in the interior of
the state of Tocantins. The objective is to analyze the evaluation of teacher performance in
Early Childhood Education, considering the family's participation as an evaluative follow-up
of this process. The theoretical foundation consisted of a literature review of authors such as:
Gatti (2014), Duarte; Hypolito (2020), Zatti; Minhoto (2019), among others. Data collection
took place through a questionnaire developed by the research group – GIEPEES. The
questionnaire included all teachers of basic education, however, in this article only the
responses of early childhood teachers were analyzed. The study shows that the evaluation of
teacher performance in Early Childhood Education, during the pandemic, was not
characterized by a systematic action of teaching networks or schools, but by a specific look
from families that valued the affective aspects in the teacher/child relationship the interaction
with the family.
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