ABSTRACT
This essay presents the relationship between evaluation in Early Childhood Education and formative evaluation. It starts from the guidelines of official documents produced by the Ministry of Education and from the contributions of researchers who defend more democratic, dialogical, and participatory evaluation processes. The difference is considered powerful for pedagogical practice, as there are several childhoods. The commitment to the principles of social quality expands pedagogical relationships for human formation, not restricting evaluation practices for classification.
Keywords
Evaluation in Childhood Education; Difference; Social quality