This research is concerned with the act of evaluating in Basic Education, especially
in Early Childhood Education, which is the first stage of education where the child
begins his school trajectory. The main objective of the work was to analyze how
teachers implemented the guiding axes interactions and games, remotely or in a
hybrid way during the COVID-19 Pandemic. In this context, a question arose about
evaluation in Early Childhood Education in the time of Covid-19: What are the effects
of adopting the remote or hybrid format for teaching monitoring of the interactions
and games axes, considering what the National Curriculum Guidelines for Education
have Childish? Methodologically, this monograph was built from bibliographical and
documentary readings, followed by a questionnaire analysis work. Understanding the
evaluation as a diagnosis that points the way to inclusion. The purpose was to detect
difficulties to support and not to exclude. The results showed that teaching in remote
or hybrid mode did not meet what the guidelines propose. Greater adequacy and
technological instrumentalization of teaching work is needed, for remote or hybrid
teaching that effectively incorporates the expected results, but it is certain that
teachers, family, children and managers, sought to do what was possible in the face
of existing conditions and are much more prepared than before the pandemic.
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