Evaluation in school physical education: new or old parameters?

• Autor(a) principal: Souza, Iris Reis
• Data de Publicação: 2021
• Outros Autores: Resende, Moisés Sipriano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno de Educação Física e Esporte
• Texto Completo: https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/27499
• topic: Educação Física e Treinamento; Avaliação Educacional; Docentes.; Evaluation; Education; Teacher; Physical Education

BACKGROUND: Traditionally, school evaluation has been characterized by the classification, inclusion and exclusion of students from the educational system. Progressive educators have suggested rethinking assessment as an ongoing practice of collecting information about the teaching and learning process that aims to contribute to the education of the student. In terms of Physical Education, a discipline historically marked by the paradigm of physical fitness and sports training, evaluation has received new ideas, in order to expand the analysis of learning, beyond the motor dimension. However, research indicates few changes in the evaluation scenario of Physical Education at school. OBJECTIVE: Identify concepts and evaluation practices of Physical Education teachers who teach in schools in the State of Goiás, Brazil. METHODS: A qualitative research was carried out. For data collection, a questionnaire elaborated on an electronic platform was used. The instrument was sent to 54 Physical Education teachers and was answered by 22 teachers who are part of the authors’ personal contact network. Of this total, 22 teachers answered the questionnaire. The data obtained were analyzed following the content analysis methodology. RESULTS: It was possible to observe that there is a greater concern of teachers in evaluating cognitive learning, as well as the student’s integral development at the expense of the physical dimension, which demonstrates a certain approach to the new theories of assessment. At the same time, it was found that almost all teachers assess participation, demonstrating that this practice remains frequent. CONCLUSION: It is concluded that there are advances in the conceptions and practices of teachers aiming at formative assessment. However, breaking with the tradition of evaluating the participation and summation policy of schools still represents a challenge.