ABSTRACT
This article aims to analyze how, in Early Childhood Education evaluation process, teachers’ reports, which comprise the pedagogical documentation of institutions, operate certain forms of knowledge and regulations, that legitimize a given way and type of childhood and child produced as a subject at risk and to be adjusted. Taking a data file comprised of fragments of pedagogical reports, we conducted an analysis inspired by knowledge and norms as notions - tools, based on studies of Foucault, to show how the uses of this evaluation instrument may be (re)producing forms of knowledge and normative frameworks that produce child - subjects and a position that labels and identifies certain childhoods as subjects at risk and in need of adjustment. Through our analysis, we aimed to show evaluation processes that can naturalize a way of being a child at risk and in need of adjustment. We conclude by pointing out the limit that the set of knowledge and rules put into operation, through evaluation processes, in Early Childhood Education institutions, to identify and label children, may be restricting the perception and work of institutions and teachers, in the sense of understanding the diversity and multiplicity of children and childhoods in contemporary times.
Keywords:
Early Childhood Education; Processes of evaluation; Child production