A sistematização da avaliação em Educação Física: análise das percepções docentes sobre um instrumento para o Ensino Fundamental
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Data
2020-08-05
Autores
Gonçalves, Flávia Fernanda Viana
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A avaliação na Educação Física Escolar, tema rodeado de incertezas, apresenta-se como uma das questões mais preocupantes para os professores da disciplina. Embora a discussão venha aumentando no âmbito acadêmico, ainda não há protocolos consolidados e que respondam adequadamente às necessidades da área. Nessa perspectiva, a Secretaria de Educação –do município, implantou planilhas avaliativas para a Educação Física. No entanto, há entre os docentes, algumas dúvidas e anseios em relação ao novo instrumento. O objetivo deste estudo é analisar, sob a perspectiva dos professores, o conteúdo e a aplicabilidade das planilhas avaliativas implantadas numa rede municipal pública para o Ensino Fundamental I e II. Para tanto, realizamos uma pesquisa de campo, com abordagem qualitativa, do tipo exploratória que contou com a participação de 37 professores da rede. A coleta de dados ocorreu por meio da plataforma Google Forms, na qual foi disponibilizado, via email dos participantes que assinaram o temo de consentimento livre e esclarecido, o questionário com questões abertas e fechadas. A análise dos dados se deu em três etapas: análise descritiva, análise de cluster e análise do conteúdo. Na análise descritiva apresentamos os números provenientes das questões fechadas e as considerações feitas nas questões abertas; dessa forma, começamos a entender o cenário da pesquisa. Na análise de cluster fizemos um cruzamento de dados provenientes das questões fechadas para identificar possíveis padrões de respostas; isto nos possibilitou identificar três diferentes clusters/perfis. Na análise do conteúdo direcionamos o trabalho a partir de dois eixos temáticos: Conteúdo das planilhas e Aplicabilidade das planilhas. Nos eixos foram inseridas três categorias que surgiram da análise dos discursos. Dentro do eixo temático Conteúdo das planilhas, surgiu a categoria Relevância dos critérios e de seus respectivos pesos. Já do eixo Aplicabilidade das planilhas, emergiram Relevância das planilhas para avaliação em Educação Física e Dificuldades na aplicabilidade das planilhas. A partir das análises dos dados foi possível identificar que 64,9% dos professores consideram a planilha como “Pouco Adequada”. A perspectiva dos professores é que o conteúdo das planilhas mereça ser revisto, assim como os pesos dos critérios adotados, pois não atendem à demanda avaliativa da maior parte dos participantes e acabam por dificultar a sua aplicabilidade com a subjetividade existente. Contudo, os professores participantes da pesquisa acreditam que sistematizar a avaliação por meio das planilhas seja benéfico à prática avaliativa, desde que sejam ouvidos em maior escala.
Physical Education assessment in schools, a topic surrounded by uncertainties, presents itself as one of the most worrying issues for teachers of the discipline. Although the discussion is increasing in the academic environment, there are still no supported protocols that adequately respond to the needs of the area. In this perspective, the Secretary of Education implemented assessment worksheets for Physical Education. However, among teachers, there are some doubts and anxieties regarding the new instrument. The purpose of this study is to analyze, from the teachers' perspective, the content and applicability of the assessment worksheets implemented in a public municipal system for Elementary Schools I and II. Therefore, a field research with a qualitative approach of an exploratory type carried out with the participation of 37 teachers from the municipal system. The data collection occurred through the Google Forms platform. A questionnaire consisting of open-ended and closed-ended questions was made available by email to participants who signed an Informed Consent form. The data analysis carried in three stages: descriptive analysis, cluster analysis, and content analysis. The descriptive analysis shows numbers from the closed-ended questions and considerations made in the open-ended questions; in this way, we begin to understand the research scenario. In the cluster analysis, the data was cross-referenced from closed-ended questions to identify possible response patterns allowing the identification of three different clusters/profiles. In the content analysis, the work was conducted based on two thematic axes: Worksheet content and Worksheet applicability. The axes were inserted into three categories that emerged from the discourse analysis. Within the thematic axis Worksheet content, the category Relevance of the criteria and their respective weights rose. As for the Worksheet applicability axis, the categories Worksheet relevance for Physical Education assessment and Difficulties in the worksheet applicability appeared. From the data analysis, it was possible to identify that 64.9% of the teachers consider the worksheet as “inadequate.” From the teachers' perspective, the worksheet content deserves to be revised, as well as the weight of the adopted criteria as both do not meet the assessment demand of most participants hampering its applicability. However, the teachers participating in the research believe that as long as they are heard on a larger scale, systematizing the assessment through worksheets is beneficial to the evaluation practice.
Physical Education assessment in schools, a topic surrounded by uncertainties, presents itself as one of the most worrying issues for teachers of the discipline. Although the discussion is increasing in the academic environment, there are still no supported protocols that adequately respond to the needs of the area. In this perspective, the Secretary of Education implemented assessment worksheets for Physical Education. However, among teachers, there are some doubts and anxieties regarding the new instrument. The purpose of this study is to analyze, from the teachers' perspective, the content and applicability of the assessment worksheets implemented in a public municipal system for Elementary Schools I and II. Therefore, a field research with a qualitative approach of an exploratory type carried out with the participation of 37 teachers from the municipal system. The data collection occurred through the Google Forms platform. A questionnaire consisting of open-ended and closed-ended questions was made available by email to participants who signed an Informed Consent form. The data analysis carried in three stages: descriptive analysis, cluster analysis, and content analysis. The descriptive analysis shows numbers from the closed-ended questions and considerations made in the open-ended questions; in this way, we begin to understand the research scenario. In the cluster analysis, the data was cross-referenced from closed-ended questions to identify possible response patterns allowing the identification of three different clusters/profiles. In the content analysis, the work was conducted based on two thematic axes: Worksheet content and Worksheet applicability. The axes were inserted into three categories that emerged from the discourse analysis. Within the thematic axis Worksheet content, the category Relevance of the criteria and their respective weights rose. As for the Worksheet applicability axis, the categories Worksheet relevance for Physical Education assessment and Difficulties in the worksheet applicability appeared. From the data analysis, it was possible to identify that 64.9% of the teachers consider the worksheet as “inadequate.” From the teachers' perspective, the worksheet content deserves to be revised, as well as the weight of the adopted criteria as both do not meet the assessment demand of most participants hampering its applicability. However, the teachers participating in the research believe that as long as they are heard on a larger scale, systematizing the assessment through worksheets is beneficial to the evaluation practice.
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Palavras-chave
Educação física escolar, Avaliação, Ensino fundamental, Scholar physical education, Assessment, Elementary Education