Avaliação da aprendizagem na educação física escolar: caracterização e habitus de professores do Paraná

Abstract

The objective and subjective dispositions of the educational field, such as learning theories, teaching methodologies, school system norms, student conditions and the school context, determine the configuration of the evaluative habitus. Therefore, this study analyzed the characteristics of the evaluation of learning and the evaluation habitus of Physical Education teachers of the Paraná basic education network. For that, the research trajectory involved studies on scientific production, the theoretical indicatives, the characteristics of the process developed in the pedagogical practice, the evaluative habitus and the transformations that occurred. In general, it was possible to identify that the transformations in the educational panorama, the conceptual and paradigmatic changes related to the evaluation, the debates and discussions developed in the pedagogical meetings, courses and in the continuous formation, and the difficulties faced in the school routine related to the physical conditions And the lack of motivation of the students, generated the need for adaptations and restructurings of the pedagogical practice and the evaluation habitus of the teachers of Physical Education in the school. If at the beginning of the teaching career the evaluation developed in Physical Education reproduced the lifelong model, focusing on physical performance and technical performance, through the use of practical tests, along the professional activity, more related criteria were established To the participation and analysis of student evolution, at the same time that the evaluation strategies were modified for the use of daily observations, theoretical tests and works. Likewise, that the objective dispositions of the educational field determined the establishment of evaluative routines, they also generated the need to modify the evaluative habitus to meet the requirements of legal negotiations, which indicate more continuous, diagnostic and procedural evaluations with criteria More flexible and formative purposes. On the other hand, the subjective dispositions, reflecting the perceptions about the school context, in this case, related to the need to keep students' motivation with the classes and to adjust the assessment levels to the actual physical fitness conditions of the students also influenced For the transformations to take place. Considering the revealed panorama, it is suggested to carry out longitudinal studies to follow the effects of changes in the evaluative habitus of the teachers of Physical Education in the pedagogical practice.