PROCEDIMENTAL DIMENSION IN THE EVALUATION OF LEARNING IN SCHOOL PHYSICAL EDUCATION

• Autor(a) principal: do Espírito Santo Cunha Gordo, Margarida
• Data de Publicação: 2021
• Outros Autores: Santos Furtado, Renan, Melo Newar, Christiani Lourdes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1562
• topic: Evaluación del aprendizaje en Educación Física; Evaluación procesal; Protocolo de evaluación; BNCC-Educación física; Avaliação da aprendizagem em Educação Física; Avaliação procedimental; Protocolo de avaliação; BNCC-Educação Física; Learning assessment of Physical Education; Procedural assessment; Protocol of assessment; BNCC-Physical Education

The objective of this paper is construct assessment protocol as proposal of learning assessment in the field of Physical Education at schools, considering the procedural dimension, guided by the National Common Curricular Base (BNCC). We present as specific objectives: conduct a theoretical review on the assessment of learning in Education and Physical Education, in perspective of the procedural dimension; recognize deeds and shapes of learning assessment based in procedural dimensions; and build the evaluative protocol according to the theoretical framework studied and the BNCC. We emphasize that this protocol need understood as a north, a guide and not as something closed and condenser of all knowledge that the student can acquire in relation to the school subject worked on. Each teacher must adapt this protocol according to the reality and experiences of his students. Furthermore, he needs function like a reference if the student achieved the learning objectives of the school subject worked or not, in order that the teacher can have a diagnosis of the learning to intervene in a purposeful way so that the student can learn the knowledge inherent to this school subject.