Institutional evaluation and quality promotion in early childhood education within the Covid-19 context

Abstract

As of 2009, the Brazilian Ministry of Education published the document Early Child Education Quality Indicators, which became a reference tool in the country for institutional evaluation, mainly within the scope of educational establishments linked to the public network and that receive children up to 6 years of age. In the context of the interruption of on-site activities or the provision of partial services by Early Childhood Education institutions due to the COVID-19 pandemic, the paper aims to analyze if and in which way the dimensions and indicators of the document’s original proposal could support the political, pedagogic, and administrative decision making, aiming to bring more quality to the actions accomplished in this time. Such proposal is justified for our understanding that the situation experienced by the educational establishments for over a year is prone to self-evaluation and review of pedagogic proposals. The literature that grounds our analyses is formed by referential on Early Childhood Education policies and practices, with an emphasis on the evaluation aimed to this stage, in dialogue with recent studies and documents on the impacts and challenges brought to education by the pandemic. The analysis evidenced potentialities of use of this document, considering its dimensions and the possibility of indicators adaptation, as well as the inclusion of new ones, due to the current context. It is highlighted the simplicity of its implementation, with strategies of use that may strengthen the autonomy of the establishments, as well as supporting democratic management practices.