Emancipatory evaluation of polytechnic high school: ethnographic experiences in Physical Education

• Autor(a) principal: Silva, João Luís Coletto da
• Data de Publicação: 2018
• Outros Autores: Silveira, Éder da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos em Avaliação Educacional
• Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/4950
• topic: Avaliação da Aprendizagem; Ensino Médio; Educação Física; Regulação.; Avaliação da Educação Física escolar; avaliação emancipatório; Evaluación del Aprendizaje; Educación Media; Educación Física; Regulación.; Learning Evaluation; High School; Physical Education; Regulation.

This paper proposes to analyze experiences of evaluating physical education in schools using “emancipatory evaluation”. This denomination was used during the period of curriculum reform in the public education network of Rio Grande do Sul in 2012, and was in force until 2016. It takes a qualitative and ethnographic approach, using interviews, participant observation and document analysis. The empirical research involved following two Polytechnic High School groups, from two different schools, in physical education classes and in the class councils of one academic quarter of 2016. The data were analyzed using triangulation in the categories of regulation and emancipation. Different tensions and contradictions occurred in evaluative practices. The presence of elements that influenced these practices was also evident in the sense of maintaining regulation, and not in participation or emancipation.