This study aimed to present a little about the teaching practice of Evaluation in Early Childhood Education, from which we conduct a dialogue between the practice and the official curricular guidelines to evaluate in the said stage, in this study we seek as a general objective: to analyze the evaluation strategies present in the teaching practice of Early Childhood Education, and to compose this research, we set out the following specific objectives: To identify the evaluation course in Early Childhood Education; as well as to verify the evaluation's contributions to the teaching and learning processes and, finally, to evaluate the evaluation actions present in the teaching practice in Early Childhood Education. Our research fits the ethnographic type with a qualitative
approach, since we seek to insert ourselves in the field and understand the behavior of certain subjects. The research made possible the enrichment of knowing in practice how in fact the Evaluation in Child Education happens, and especially the need for a different look during this stage of teaching, considering that the evaluation allows reflection on the teaching and learning processes.
