Relação educativa, avaliação e trabalho de equipe

Taking into consideration the organizational and relational dimensions of an educational context means analyzing those factors that, although they draw its educational physiognomy, very often remain implicit and unaware. In this sense, to acquire and regenerate new awareness about the pedagogical implications of everyday practices, it becomes increasingly necessary to promote and support the processes of reflection within each pedagogical equipe, through a plurality of perspectives and methodologies. In this perspective, the educational evaluation of the context is outlined as a dialogic and transactive process, in which each working group is active in interrogating the processes implemented and activated with the children, in order to share and negotiate the meanings, the purposes and values that guide them and, therefore, to acquire greater awareness, thus overcoming a merely certification and classificatory view of the evaluation. In particular, being able to observe, describe and evaluate the quality of the teacher-child relationship, starting from the analysis of some video concerning the dialogues realized with the children, becomes an important training opportunity for each educational equipe to dwell on key aspects of educational action, but that they risk becoming embedded in the flow of daily routines and bound to the discretion of the individual teacher. Organizational choices and relational modalities that can be further interrogated and problematized by intertwining these methodologies with approaches based on the use of reflective writing strategies, thus realizing with each educational group the training paths, in which different perspectives and knowledge are compared to co-construct repertoires of shared meanings and generate new awareness.