ASSESSMENT IN EARLY CHILDHOOD EDUCATION: analysis of brazilian educational legislation(1996 to2018)

We understand that Early Childhood Education, as a stage of Brazilian Basic Education, is the result of a socio-historical process and a conquest of social movements. However, it is a recent achievement and is currently undergoing significant changes, including changes in the evaluation process. Therefore, this article aims to analyze how legal docu-ments address assessment in Early ChildhoodEducation, using documentary research as a methodological approach. The analysis is based on six normative documents dated from 1996 to 2018 that have influenced changes in the Brazilian educational context. These documents reflect a view that demarcates a notion of society, individual, and education. Through this analytical process, we conclude that schools and teachers understand as-sessment as a continuous process that must consider the child's development, directly linked to their own pedagogical practice and the child's own development, comparing the child to themselves.