Avaliação do ensino-aprendizagem nas aulas de educação física escolar: um estudo com professores/as de escolas públicas do ensino fundamental de Maragogi–AL

Abstract

In Physical Education, the assessment of school learning is a complex topic that has generated difficulties, as, when carried out, it clearly highlights the quantitative aspects of measuring the student's performance, aiming mainly at selection and classification, to the detriment qualitative aspects that are more concerned with aspects of learning. Based on this assumption, the present study seeks to understand how School Physical Education teachers evaluate students' learning. The main objective is to identify which assessment methods are used by Physical Education teachers in elementary school classes from the 6th to the 9th year. The research is presented as qualitative and descriptive. It was carried out with Physical Education teachers from elementary school II, final years, in the municipality of Maragogi-AL. Data collection took place only once with each teacher, after presenting the research proposal to the teachers and school directors by presenting the TCLE (Free and Informed Consent Form) and clarifying the objectives therein. contained, with data collected through an adapted questionnaire with open and closed questions. With this, we observed through the results that 88.9% of teachers carry out the teaching-learning assessment, in bimonthly periods in a summative or final form. Where the main objective of teachers is to monitor the development of students through the content taught. The majority of teachers (55.6%) disclose the results of assessments only to the student and although teachers use various assessment instruments to monitor the development of their students, the written test and observation of participation (88.9%) are the most used instruments.