A avaliação na Educação Física: entre os saberes construídos e o protagonismo dos estudantes
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Data
2023-03-02
Autores
Nadim, Pedro Henrique Barbosa
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A avaliação vem se configurando como um elemento indispensável nos processos de ensino e de aprendizagem e tem se constituído como um dos temas mais complexos e desafiadores da Educação e, portanto, igualmente da Educação Física (EF). Articulados à questão da avaliação estão os modos de identificar o que se aprende nas aulas de EF e, sob este viés, a participação dos estudantes tem papel fundamental, na medida em que são eles, junto com o docente, que também sentem, percebem e reconhecem aquilo que efetivamente vem se apropriando nas aulas. Deste modo, esta pesquisa teve como objetivo geral identificar e analisar as relações dos estudantes com a construção dos processos avaliativos em aulas de EF correspondente à temática práticas corporais de aventura urbanas (PCAU). Por este caminho, enquanto objetivos específicos, buscamos: a) constatar quais sentidos os alunos atribuem à avaliação na EF; b) identificar e analisar possíveis mudanças nas percepções e entendimentos dos mesmos a respeito da avaliação relativas ao referido componente curricular; c) apresentar indícios de uma possível proposta avaliativa; d) identificar se os estudantes se reconhecem como protagonistas do processo avaliativo. Os participantes da pesquisa foram estudantes da 3ª série do Ensino Médio de uma escola da rede estadual pública de São Paulo, localizada em uma cidade do interior. A escolha desse público se deu pelo fato de envolver o campo de atuação do professor de EF deste estudo que, nesse percurso investigativo, assumiu, simultaneamente, o papel de professor e pesquisador. Para tanto, foi realizada uma pesquisa qualitativa do tipo intervenção pedagógica, envolvendo uma perspectiva colaborativa. A coleta de dados foi organizada por etapas. Na 1ª etapa foi realizada a construção de uma Unidade Didática (UD) de modo colaborativo entre o professor-pesquisador e os estudantes, abrangendo o estudo da temática (PCAU), com enfoque nos processos avaliativos. Nesse momento da pesquisa, a coleta dos dados se deu por meio da produção de diários de aula pelo professor-pesquisador, da realização de rodas de conversa entre este e os alunos, como também, através de relatos pessoais elaborados pelos estudantes. Já a 2ª etapa do estudo, desenvolvida após a finalização da UD, compreendeu a realização de um grupo focal com alguns alunos da turma que haviam participado da etapa anterior. A análise dos resultados nos permitiu a elaboração de três categorias de análise: i) A avaliação como um elemento essencial e indissociável de um percurso pedagógico correspondente à Educação Física; ii) As relações com o saber construídas e vivenciadas pelos estudantes nas (e com) as aulas de Educação Física numa perspectiva avaliativa; iii) Repensando as concepções de avaliação na Educação Física: para além das provas e atribuição de notas. Constatamos que os estudantes demonstraram reconhecer a importância da avaliação como acompanhamento do processo de suas aprendizagens nas aulas de EF, para além da realização de provas e da atribuição de notas. Depreendemos que a EF corresponde a um componente curricular que lida com diversos saberes, além daqueles específicos relativos ao saber fazer (saber-domínio), possibilitando múltiplas possibilidades de aprendizagens, o que requer, igualmente, que sejam pensadas maneiras diversas de se avaliar tais aprendizagens. Evidenciamos uma mudança relevante na concepção avaliativa dos alunos ao longo do percurso pedagógico desenvolvido, apontando para uma possível construção relativa ao entendimento de que a avaliação não se restringe à realização de provas e à atribuição de notas, partindo para uma compreensão avaliativa vinculada a um processo que pode conduzir os alunos à aprendizagens mais significativas, favorecendo o protagonismo discente. Dessa maneira, concluímos, que o percurso pedagógico construído e vivenciado nesta pesquisa evidenciou mudanças nas percepções dos estudantes correspondentes à construção das suas relações com a apropriação do saber nas aulas de EF, o que inclui, também a avaliação, abrindo caminho para novas reflexões e possíveis indicações de estudos a respeito das aprendizagens e dos processos avaliativos a estas vinculados, para além da perspectiva docente.
Educational Evalution has been characterized as an essential element on teaching and learning process and has been constituted as one of the most complex and challenging subject in Education and thus, in Physical Education (P.E.) as well. Articulated to the evalution issue are the means of identify what exactly the students have been learned on P.E. classes and under this perspective we can affirm that their participation has a crucial role on the learning process once along with the teachers, they are the ones who feel, realize and recognize what effectively has been assimilated on classes. Therefore, this research had the main purpose of identify and analyze the students relations with the evalution process on P. E. classes corresponding to body relationships in urban adventure setting. On this path, as specific objectives we aim: i) ascertain which significance the students attribute to the evaluation on the P.E. subject; ii) identify and analyze possible changings on the students’ perceptions and understandings concerning to the evaluation related to the curricular component mentioned; iii) to present evidences for a possible evaluative proposal; iv) identify if the students recognize themselves as protagonists of the evaluation process. The participants of the research were students from the 3rd grade of the High School from a public school of São Paulo state, located in a small town in the countryside.The choice of this public was made due to the fact that it involves the P.E. teacher activity field on this study which, on this investigative process, has taken simultaneously the role of the teacher and a researcher. For this purpose, a qualitative research, as a type of an intervation pedagogical, was made involving a colaborative perspective. The data collection was organized in two stages. On the first one, was realized the construction of a Didactic Unit in a cooperation system between teacher-researcher and students, covering the study of the topic body relationships in urban adventure setting, focusing on evalution processes. At this moment of the research, the data collection was gathered through the production of the teacher-researcher record books, conversation circles between them and the students and also through personal accounts produced by the students. On the 2ª stage of the study, developed after the completion of the Didactic Unit, punctuated the fulfilment of a focus group with some students of the group who had participated on the previous stage. The result analysis has allowed us to elaborate three categories of analysis. I) The Evaluation as an essential element and indissociable pedagogical route corresponding to the Physical Educadion; II) The relationships with knowledge built and experienced by the students on the Physical Education classes in a evaluative perspective III) Reconsideration of the conceptions of evaluation on Physical Education beyond tests and assignment of grades. We could noticed that the students demonstrated to recognize the importance of the evaluation as a following up during their learning process on the P.E. classes, besides the tests and the assignment of grades. We infered that P.E. corresponds to a curricular component that deals with several kinds of knowledge, besides the specific ones related to know how to do so, enabling multiple possibilites of learning, which requires to think of plenty ways of evaluate the learning process. We have highlighted a relevant changing on the students conception of evaluation along the pedagogical development path, taking them to a possible paradigm break. Abandoning the concept that the evaluation should only restricts itself to tests and assignment of grades and taking it to a higher evaluative comprehension, creating a route that lead students to a greater effective learning in which they can play a more centered role. As a result, we concluded that the pedagogical path built and experienced on this research, has substantiable changing on the students perceptions related to the construction of their relationships with the knowledge of the P.E. classes, which also includes the evaluation, but also opens a way for new reflections and studies about learning and evaluation processes beyond the teachers perspective.
Educational Evalution has been characterized as an essential element on teaching and learning process and has been constituted as one of the most complex and challenging subject in Education and thus, in Physical Education (P.E.) as well. Articulated to the evalution issue are the means of identify what exactly the students have been learned on P.E. classes and under this perspective we can affirm that their participation has a crucial role on the learning process once along with the teachers, they are the ones who feel, realize and recognize what effectively has been assimilated on classes. Therefore, this research had the main purpose of identify and analyze the students relations with the evalution process on P. E. classes corresponding to body relationships in urban adventure setting. On this path, as specific objectives we aim: i) ascertain which significance the students attribute to the evaluation on the P.E. subject; ii) identify and analyze possible changings on the students’ perceptions and understandings concerning to the evaluation related to the curricular component mentioned; iii) to present evidences for a possible evaluative proposal; iv) identify if the students recognize themselves as protagonists of the evaluation process. The participants of the research were students from the 3rd grade of the High School from a public school of São Paulo state, located in a small town in the countryside.The choice of this public was made due to the fact that it involves the P.E. teacher activity field on this study which, on this investigative process, has taken simultaneously the role of the teacher and a researcher. For this purpose, a qualitative research, as a type of an intervation pedagogical, was made involving a colaborative perspective. The data collection was organized in two stages. On the first one, was realized the construction of a Didactic Unit in a cooperation system between teacher-researcher and students, covering the study of the topic body relationships in urban adventure setting, focusing on evalution processes. At this moment of the research, the data collection was gathered through the production of the teacher-researcher record books, conversation circles between them and the students and also through personal accounts produced by the students. On the 2ª stage of the study, developed after the completion of the Didactic Unit, punctuated the fulfilment of a focus group with some students of the group who had participated on the previous stage. The result analysis has allowed us to elaborate three categories of analysis. I) The Evaluation as an essential element and indissociable pedagogical route corresponding to the Physical Educadion; II) The relationships with knowledge built and experienced by the students on the Physical Education classes in a evaluative perspective III) Reconsideration of the conceptions of evaluation on Physical Education beyond tests and assignment of grades. We could noticed that the students demonstrated to recognize the importance of the evaluation as a following up during their learning process on the P.E. classes, besides the tests and the assignment of grades. We infered that P.E. corresponds to a curricular component that deals with several kinds of knowledge, besides the specific ones related to know how to do so, enabling multiple possibilites of learning, which requires to think of plenty ways of evaluate the learning process. We have highlighted a relevant changing on the students conception of evaluation along the pedagogical development path, taking them to a possible paradigm break. Abandoning the concept that the evaluation should only restricts itself to tests and assignment of grades and taking it to a higher evaluative comprehension, creating a route that lead students to a greater effective learning in which they can play a more centered role. As a result, we concluded that the pedagogical path built and experienced on this research, has substantiable changing on the students perceptions related to the construction of their relationships with the knowledge of the P.E. classes, which also includes the evaluation, but also opens a way for new reflections and studies about learning and evaluation processes beyond the teachers perspective.
Descrição
Palavras-chave
Avaliação da aprendizagem, Educação Física, Ensino médio, Learning evaluation, Physical Education, High school