AVALIAÇÃO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: PERSPECTIVAS DE PROFESSORES DE EDUCAÇÃO FÍSICA

Authors

  • Thalita Fernanda de Oliveira Macedo UNIVERSIDADE ESTADUAL PAULISTA - UNESP/BAURU
  • Lílian Aparecida Ferreira

DOI:

https://doi.org/10.21527/2179-1309.2021.113.39-53

Keywords:

KEYWORDS: Evaluation; Physical Education at school; Primary Education.

Abstract

ABSTRACT: This article has attempted to identify and analyze the perspectives of Physical Education teacher about the evaluation of the first years of Primary School. The research was guided by the qualitative method of investigative research, based on an exploratory study, in which 30 Physical Education teachers working on the first years of primary education were interviewed. The research has revealed that the teachers, during the Physical Education classes at school, within the evaluation practices, have highlighted conceptual, procedural and attitudinal knowledge, with a predominance of the attitudinal ones in relation to the others. Additionally, they manifested that they relate the evaluation of elements corresponding the matters of body movement in Physical Education classes, involving a know-how of the students tied to the movement, as well as an attainment of this movement, valuing the comprehension, reflection and analysis. The considerations about this whole process have revealed an amplification of meaning and evaluative actions from the Physical Education teachers, which are able to signalize for this field of knowledge, a possible reconfiguration aligned to the presuppositions of the body movement culture.

 

Downloads

Published

2021-02-23

How to Cite

Macedo, T. F. de O., & Ferreira, L. A. (2021). AVALIAÇÃO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: PERSPECTIVAS DE PROFESSORES DE EDUCAÇÃO FÍSICA. Revista Contexto & Educação, 36(113), 39–53. https://doi.org/10.21527/2179-1309.2021.113.39-53

Issue

Vol. 36 No. 113 (2021): EDUCAÇÃO EM DIFERENTES ESPAÇOS E ÁREAS DO CONHECIMENTO

Section

Artigos

License

By publishing in Revista Contexto & Educação, authors agree to the following terms:

All works are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows:

Sharing — to copy and redistribute the material in any medium or format;

Adaptation — to remix, transform, and build upon the material for any purpose, even commercially.

These permissions are irrevocable, provided that the following terms are respected:

Attribution — authors must be properly credited, a link to the license must be provided, and any changes made must be indicated.

No additional restrictions — no legal or technological measures may be applied that legally restrict others from doing anything the license permits.

Notices:

The license does not apply to elements that are in the public domain or covered by legal exceptions.

The license does not grant all necessary rights for specific uses (e.g., image rights, privacy, or moral rights).

The journal is not responsible for the opinions expressed in the articles, which are the sole responsibility of the authors. The Editor, with the support of the Editorial Board, reserves the right to suggest or request modifications when necessary.

Only original scientific articles presenting research results of interest that have not been previously published or simultaneously submitted to another journal with the same purpose will be accepted.

Mentions of trademarks or specific products are intended solely for identification purposes and do not imply any promotional relationship by the authors or the journal.

License Agreement (for articles published from October 2025): Authors retain the copyright to their article and grant Revista Contexto & Educação the right of first publication.