Avaliação da aprendizagem em Educação Física Escolar: delineando uma síntese possível a partir da análise da própria experiência docente
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Data
2020-06-29
Autores
Silva, Ederson Antonio da
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Universidade Estadual Paulista (Unesp)
Resumo
Nosso objetivo maior neste estudo e pesquisa é socializar aos colegas professores e discentes em formação inicial junto à graduação, como observamos que a avaliação pode colaborar junto a aprendizagem do estudante, não apenas como ferramenta de melhoria do produto final, mas como componente ao processo de aprendizagem, meio de ressignificação da aprendizagem, dos temas e conteúdos abordados, do sistema educacional e até mesmo das identidades discente e docente. A partir da práxis filosófica e metodologia do materialismo dialético e histórico, realizaremos a análise dos documentos e auto relato das experiências docente, tomando como base a pesquisa bibliográfica. Esta análise tem como objetivo sistematizar estes conhecimentos na forma de referências e orientações ao planejamento da avaliação. A avaliação, sempre foi um grande enigma para a Educação Física na escola, hora sendo exacerbada, desconsiderada, abandonada. As inúmeras abordagens, perspectivas, embates teóricos na área, findam o processo inicial de formação, trazendo ao graduado muitas dúvidas e poucas assertivas no campo de atuação pedagógica na escola frente a avaliação da aprendizagem. Este não lugar, da avaliação, criou um vazio que passou a ser preenchido pelo conhecimento tácito que permeia a escola. Observamos o direcionamento e sistematização do ensinar com vistas não ao processo avaliativo, mas simplesmente guiado pela prova e para a prova sendo o método avaliativo e de ensino influenciado, ou determinado pelos sistemas externos de avaliação e premiação do estado de São Paulo, como o SARESP e a bonificação por resultados atribuída às escolas cujos alunos alcançam os índices apontados. Ao assumir a avaliação da aprendizagem como objeto central de estudo e pesquisa, percebemos que está possui papel fundamental na aprendizagem, contribuindo não apenas ao final do bimestre, processo de aprendizagem, ou ciclo de aprendizagem, mas sim a cada nova situação de aprendizagem desenvolvida. Identificamos que a prova escrita baseada em competências e habilidades curriculares, ao ser adotada como método avaliativo exclusivo negligencia a aprendizagem, o estudante e até mesmo a pluralidade cultural característica aos fazer pedagógico, temas e conteúdos abordados pela Educação Física escolar. Para tanto, os diferentes tipos de avaliação precisam ser compreendidos enquanto sua função e possibilidades, para que o professor possa em seu projeto curricular, selecionar, organizar e mediar da melhor forma possível a aprendizagem individual e coletiva. Desta forma, uma avaliação demanda conhecer ao estudante em sua totalidade e humanidade, compreender os métodos avaliativos, sua função e estar aberto a contate análise, diálogo e contradições, a partir das quais o trabalho docente pode a cada dia ser requalificado. Neste contexto, a formação, estudo, pesquisa e planejamento da avaliação tem papel fundamental junto ao processo de aprendizagem e desenvolvimento, bem como sua constante reavaliação.
Our main objective in this study, and research, is to socialize with fellow teachers, and students in initial training with the undergraduate, as we observed that the evaluation can collaborate with the student's learning, not only as a tool to improve the final product, but as a component the learning process, a means of reframing learning, of the topics and contents covered, of the educational system, and even of the student and teacher identities. Based on the philosophical praxis and methodology of dialectical and historical materialism, we will carry out the analysis of documents and self-report of teaching experiences, based on bibliographic research. This analysis aims to systematize this knowledge in the form of references, and guidelines for planning the evaluation. Assessment has always been a great enigma for Physical Education at school, time being exacerbated, disregarded, abandoned. The innumerable approaches, perspectives, theoretical clashes in the area, end the initial training process, bringing the graduate many doubts, and few assertions in the field of pedagogical performance in the school regarding the assessment of learning. This non-place, in the evaluation, created a void that started to be filled by the tacit knowledge that permeates the school. We observe the direction, and systematization of teaching with a view not to the evaluation process, but simply guided by the test, and for the test being the evaluation and teaching method influenced, or determined by the external evaluation and award systems of the state of São Paulo, as the SARESP, and the bonus for results attributed to schools whose students reach the indicated rates. By assuming the evaluation of learning as a central object of study and research, we realize that it has a fundamental role in learning, contributing not only to the end of the two months, learning process, or learning cycle, but to each new learning situation developed. We identified that the written test based on competences and curricular skills, when adopted as an exclusive evaluation method, neglects learning, the student, and even the cultural plurality characteristic when doing pedagogical, themes and contents covered by Physical Education at school. Therefore, the different types of assessment need to be understood as their function, and possibilities, so that the teacher can select, organize, and mediate individual and collective learning in the best possible way. In this way, an evaluation demands to know the student in its entirety and humanity, to understand the evaluation methods, their function, and to be open to contact analysis, dialogue and contradictions, from which the teaching work can be requalified every day. In this context, the formation, study, research and planning of the evaluation has a fundamental role in the process of learning and development, as well as its constant reassessment.
Our main objective in this study, and research, is to socialize with fellow teachers, and students in initial training with the undergraduate, as we observed that the evaluation can collaborate with the student's learning, not only as a tool to improve the final product, but as a component the learning process, a means of reframing learning, of the topics and contents covered, of the educational system, and even of the student and teacher identities. Based on the philosophical praxis and methodology of dialectical and historical materialism, we will carry out the analysis of documents and self-report of teaching experiences, based on bibliographic research. This analysis aims to systematize this knowledge in the form of references, and guidelines for planning the evaluation. Assessment has always been a great enigma for Physical Education at school, time being exacerbated, disregarded, abandoned. The innumerable approaches, perspectives, theoretical clashes in the area, end the initial training process, bringing the graduate many doubts, and few assertions in the field of pedagogical performance in the school regarding the assessment of learning. This non-place, in the evaluation, created a void that started to be filled by the tacit knowledge that permeates the school. We observe the direction, and systematization of teaching with a view not to the evaluation process, but simply guided by the test, and for the test being the evaluation and teaching method influenced, or determined by the external evaluation and award systems of the state of São Paulo, as the SARESP, and the bonus for results attributed to schools whose students reach the indicated rates. By assuming the evaluation of learning as a central object of study and research, we realize that it has a fundamental role in learning, contributing not only to the end of the two months, learning process, or learning cycle, but to each new learning situation developed. We identified that the written test based on competences and curricular skills, when adopted as an exclusive evaluation method, neglects learning, the student, and even the cultural plurality characteristic when doing pedagogical, themes and contents covered by Physical Education at school. Therefore, the different types of assessment need to be understood as their function, and possibilities, so that the teacher can select, organize, and mediate individual and collective learning in the best possible way. In this way, an evaluation demands to know the student in its entirety and humanity, to understand the evaluation methods, their function, and to be open to contact analysis, dialogue and contradictions, from which the teaching work can be requalified every day. In this context, the formation, study, research and planning of the evaluation has a fundamental role in the process of learning and development, as well as its constant reassessment.
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Palavras-chave
Avaliação educacional, Conhecimento e aprendizagem, Educação física, Educational evaluation, Knowledge and learning, Physical education