Métodos de avaliação nas aulas de educação física no primeiro segmento do ensino fundamental
Carregando...
Arquivos
Data
2020-06-12
Autores
Alves, Flora Silva [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa se propôs investigar quais são as práticas avaliativas utilizadas pelos docentes de uma escola do primeiro segmento do Ensino Fundamental, nas aulas de Educação Física. A escola está localizada no município do Rio de Janeiro, pertence à 10ª Coordenadoria Regional de Educação. O problema que norteou a reflexão deste estudo envolve angústias e inquietações a respeito da avaliação da aprendizagem nas aulas de Educação Física do primeiro segmento. Os professores de Educação Física realizam avaliação em suas aulas? Os professores de Educação Física sabem o que é avaliação? Ao longo dos anos, alguns debates foram desenvolvidos a respeito do processo de avaliação do ensino e aprendizagem afim de tornar a avaliação mais democrática, justa e qualitativa, diferente da avaliação tradicional que possuía características excludentes, punitivas e classificatórias. O presente estudo trata-se de uma pesquisa qualitativa descritiva. O método utilizado para coleta de dados foram dois questionários semiestruturados compostos de questões abertas, o primeiro com perguntas relacionadas a formação acadêmica e profissional, visando traçar um perfil docente e o segundo questionário, com questões voltadas para avaliação nas aulas de Educação Física. A análise dos dados foi realizada através de categorização dos resultados, através do método de análise de conteúdo de Bardin (2011). Participaram da pesquisa cinco professores de Educação Física de uma escola do município do Rio de Janeiro, pertencente à 10ª Coordenadoria Regional de Educação. Os resultados da pesquisa apontaram para o fato de que alguns professores não realizam avaliação nas aulas de Educação Física do primeiro segmento do Ensino Fundamental, de acordo com as respostas, isto está relacionado a falta de esclarecimento do que é avaliação, visto que a avaliação ainda é considerada sinônimo de atribuição de notas para alguns desses professores. Pensando em nortear o processo avaliativo realizado por esses professores, foi elaborada uma cartilha para que sirva de fonte de estudos, à quem interessar possa, com o tema avaliação, esta cartilha possui tópicos explicativos e esclarecedores pertinentes à avaliação nas aulas de Educação Física. Desta maneira, espera-se que este estudo possa contribuir como fonte de pesquisa para docentes estimulados a aprender mais sobre avaliação da aprendizagem nas aulas de Educação Física. Sugere-se a ampliação da discussão e reflexão que envolvam essa temática.
This research aimed to investigate what are the evaluative practices used by teachers at a school in the first segment of elementary school, in physical education classes. The school is in the municipality of Rio de Janeiro, belongs to the 10th Regional Coordination of Education. The problem that guided the reflection of this study involves distress and concerns about the evaluation of learning in physical education classes in the first segment. Do physical education teachers perform evaluation in their classes? Do physical education teachers know what evaluation is? Over the years, some discussions have been developed on the process of evaluating teaching and learning in order to make the evaluation more democratic, fair and qualitative, different from the traditional evaluation that had exclusionary characteristics, punitive and classification. The present study is a descriptive qualitative research. The method used for data collection were two semi-structured questionnaires composed of open questions, the first with questions related to academic and professional training, aiming to draw a teaching profile and the second questionnaire, with questions for evaluation in physical education classes. Data analysis was performed through categorization of the results, through content analysis method proposed by Bardin (2011). Five Physical Education teachers from a school in the city of Rio de Janeiro, belonging to the 10th Regional Coordination of Education, participated in the research. The results of the research pointed to the fact that some teachers do not perform evaluation in physical education classes in the first segment of elementary school, according to the answers, this is related to the lack of clarification of what is to evaluate, since the evaluation is still considered synonymous with assigning grades to some of these teachers. Thinking about guiding the evaluation process carried out by these teachers, a booklet was elaborated to serve as a source of studies, to those who are interested can, with the theme evaluation, this booklet has explanatory and enlightening topics relevant to the evaluation in physical education classes. Thus, it is expected that this study can contribute as a source of research for teachers encouraged to learn more about learning assessment in Physical Education classes. It is suggested the expansion of the discussion and reflection that involve this theme.
This research aimed to investigate what are the evaluative practices used by teachers at a school in the first segment of elementary school, in physical education classes. The school is in the municipality of Rio de Janeiro, belongs to the 10th Regional Coordination of Education. The problem that guided the reflection of this study involves distress and concerns about the evaluation of learning in physical education classes in the first segment. Do physical education teachers perform evaluation in their classes? Do physical education teachers know what evaluation is? Over the years, some discussions have been developed on the process of evaluating teaching and learning in order to make the evaluation more democratic, fair and qualitative, different from the traditional evaluation that had exclusionary characteristics, punitive and classification. The present study is a descriptive qualitative research. The method used for data collection were two semi-structured questionnaires composed of open questions, the first with questions related to academic and professional training, aiming to draw a teaching profile and the second questionnaire, with questions for evaluation in physical education classes. Data analysis was performed through categorization of the results, through content analysis method proposed by Bardin (2011). Five Physical Education teachers from a school in the city of Rio de Janeiro, belonging to the 10th Regional Coordination of Education, participated in the research. The results of the research pointed to the fact that some teachers do not perform evaluation in physical education classes in the first segment of elementary school, according to the answers, this is related to the lack of clarification of what is to evaluate, since the evaluation is still considered synonymous with assigning grades to some of these teachers. Thinking about guiding the evaluation process carried out by these teachers, a booklet was elaborated to serve as a source of studies, to those who are interested can, with the theme evaluation, this booklet has explanatory and enlightening topics relevant to the evaluation in physical education classes. Thus, it is expected that this study can contribute as a source of research for teachers encouraged to learn more about learning assessment in Physical Education classes. It is suggested the expansion of the discussion and reflection that involve this theme.
Descrição
Palavras-chave
Avaliação da aprendizagem, Ensino fundamental, Educação física, Learning assessment, Elementary school, Physical education