Abstract
In this paper, context assessment in early childhood education is called into question considering the teacher training. Aspects of the differentiation by age and of the existence of conflicts between peers are taken at an ethical, aesthetical and political perspective. It is considered that there is a need to invest in the specificity of the assessment focused on early childhood education, and in the institutional identity of the assessment practices. Thus, this study discusses practices and evaluation concepts, aiming to argue why and how there is still so much difficulty, today, with context assessment, having as indicators relational, educational, political, and structural dimensions. Anchored in the contributions of Bakhtin and Vigotski, the study brings out especially the ethical category to discuss such issues.
Keywords
childhood; context assessment; teacher training; ethics