Müller, Fernanda2024-04-232024-04-232019-02https://hdl.handle.net/20.500.14135/1018Evaluations, both internal and external to educational establishments, have assumed a central role in the execution of pedagogical practices and formulation of public policies. Although the topic of evaluation has been at the core of discussions about preschool education for at least three decades, the debate over it has recently escalated. Nevertheless, whereas evaluation is currently emphasized in the field of macropolitics, it still seems to have little prominence in the pedagogical routine. In the light of the challenge of considering preschool education within a context and faced with gaps in studies on this matter, this study sought to understand the phenomenon of evaluation in everyday education. Inspired by Erving Goffman’s perspective on microsociology, we carried out a qualitative study focused on the practices and narratives of routine evaluation processes of children in a public educational institution in the Federal District of Brazil. The study collated data from different sources: (1) classroom observations; (2) video recordings; (3) interviews; (4) informal conversations; and (5) analysis of pedagogical documents. It suggests that children evaluations occur in an essentially informal way, shaped by constructions and representations that surround idealisations of family and children. These notions are verbalised and expressed in different ways to children, who, from a very early age, seek to reinforce valued characteristics and behaviours while hiding what may be considered deviant conduct. In other words, within the children’s evaluations there appears to be underlying ideas of stigma, failure, and a moral dimension which are revealed in the practices and narratives of teachers and expressed in everyday pedagogical situations.Documento textualporAcesso abertoEducação InfantilAvaliação da EducaçãoAvaliação da AprendizagemTese120882