The present study is linked to the research line Specific Curriculum of Stages and Modalities
of Education, of the Professional Graduate Program in Education at the Federal University of
Tocantins, in the area of concentration Teaching and Learning. It aims to analyze how the
teachers of a Municipal Center for Early Childhood Education (CMEI) in the municipality of
Aparecida do Rio Negro-TO perceive the evaluation process of children in their pedagogical
practice, in order to support the construction of a proposal for a recording instrument and
assessment of development and learning. Understanding assessment as an inseparable part of
pedagogical practice, in a mediating perspective whose purpose is decision-making to favor the
child's learning without anticipating elementary school practices, an attempt was made to
answer the following questions: how do these professionals conceive assessment in this
context? stage of education? How are the evaluation practices of these teachers characterized
in relation to the child's development and learning? What are the possible relationships between
the evaluation practices carried out by the teachers and the teaching-learning process they
develop? Methodologically, the investigation is characterized as a qualitative study and used
bibliographical, documentary and empirical research through a case study that sought to
apprehend the conceptions of the teachers of a CMEI in Aparecida do Rio Negro-TO about the
evaluation process, from of interviews with eight teachers who work in the nursery and
preschool classes, as well as consultation of documents, such as the evaluation registration
forms used in early childhood education. Through the analysis of the data collected and
presented in the sections of this text, advances and difficulties faced by teachers in the process
of evaluating students were verified, as well as the relationships established between the act of
evaluating and their pedagogical practices, highlighting the evaluation instruments used in this
process. The survey results indicate the need for instruments and evaluation procedures specific
to early childhood education. Thus, when we intertwine the meanings attributed by the teachers
to the legal bases and theoretical conceptions about assessment in early childhood education,
we present the Learning Path assessment instrument, which involves recording and monitoring
the pedagogical work on an ongoing basis. The research presents itself as a possibility to
broaden the discussions on the evaluation in early childhood education, in the search to advance
in the aspects that are still necessary, in order to get closer and closer to the provision of a
quality education for young children.
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