A avaliação na Educação Física Escolar sob a perspectiva das dimensões de conhecimento apresentadas na BNCC
The assessment of learning in Physical Education in Schools finds challenges that go beyond those present in other curricular components. The way in which the area organizes and evaluates the relationship of the subjects' bodies with the objects of knowledge, generates possibilities that sti...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/30056 |
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| Resumo: | The assessment of learning in Physical Education in Schools finds challenges that
go beyond those present in other curricular components. The way in which the
area organizes and evaluates the relationship of the subjects' bodies with the
objects of knowledge, generates possibilities that still seem to be poorly
understood in the school routine. In addition to the dimensions of the contents
(attitudinal, procedural and conceptual), presented in the Parâmetros Curriculares
Nacionais (1998), the area finds in the Base Nacional Comum Curricular (BNCC,
2017) other organizational demands. The proposal is to think about how students
relate to the objects of knowledge, privileging now eight dimensions, which led us
to the problem of how it is possible to structure a proposal for evaluating learning
in Physical Education at School, contemplating the eight dimensions presented in
the BNCC? The present study aimed to problematize a pedagogical experience in
Physical Education at School, reflecting on the assessment of learning from the
perspective of the dimensions of knowledge. An exploratory qualitative research
was developed, in the format of an experience report, which consisted of
elaborating and experimenting formal moments of learning assessment, for a class
of the 8th grade of elementary school. Altogether there were six evaluation
instruments with their respective registration forms. Participant observation was
the technique used to construct the field data through observation scripts.
Documentary analysis was used to compare the descriptions of the observation
scripts with the guiding principles for the elaboration of instruments, transformed
into analysis categories. As a result, we can highlight the construction and defense
of the guiding principles themselves, since the evaluative moment must be a
formative moment, an extension of the teaching-learning process, and should not
end in itself and therefore it does not make sense to point out instruments such as
right and / or wrong. Another result is the expansion of the notion of a learning
verification instrument, as a set of actions that aim to encourage students to
express their skills, taking into account the built principles. It should not be
confused with the record sheets, these, despite integrating the instruments, should
only graphically record their specifics. The fact sheets and summaries developed
for our experience are relevant results that point out how to elaborate and conduct
evaluative moments. The solutions found to suppress the dilemmas and difficulties
of such an endeavor also appear as results, such as the choice to combine some
dimensions in the same instrument due to the short time spent in class. Another is
the balance between the use of more complex and laborious instruments with
others that are simpler and more practical to adapt to the teacher's demands. We
conclude that the experiences developed here point to a satisfactory, and still little
explored, possibility of evaluating learning in school physical education,
considering the different ways that students relate to the objects of knowledge. |
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