Name: RONILDO STIEG
Type: MSc dissertation
Publication date: 20/12/2016
Advisor:
Name |
Role |
|---|---|
| WAGNER DOS SANTOS | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| AMARÍLIO FERREIRA NETO | Internal Examiner * |
| ANDREA BRANDÃO LOCATELLI | External Examiner * |
| WAGNER DOS SANTOS | Advisor * |
Summary: This study aimed to understand the debate on evaluation in teacher training in Physical Education from eight Brazilian federal universities. It was organized in three chapters that dialogue among themselves around the central objective of this study. From a qualitative nature, from the critical documentary type, the first chapter analyzes 24 bibliographies of the field of Education referenced in the plans of specific disciplines of evaluation, which indicated that they are anchored in five theoretical matrices and from them conceive ten evaluative conceptions, besides privileging the debate of the evaluation thinking the reality of the Brazilian schools and indicating possibilities of materialization of the evaluation activities. The second chapter, also of a qualitative nature and a critical documentary type, seeks to understand and give visibility to the way in which the evaluation debate produced in the field of Physical Education has been presented in the menus of the evaluation disciplines and in the 17 bibliographies of authors of the field itself referenced. The predominance of cognitive and motor learning theories and their relation with the teaching of Physical School Education were identified in the contents of texts, leaving the discussion about evaluation in the background. We also identify that the authors of these bibliographies have appropriated the evaluation debates produced in the field of Education, re-reading the evaluative conceptions and the evaluative registers they signaled. The third chapter of exploratory nature and using the narrative type interview, analyzes the practices of readings produced by 35 students through a group interview. The narratives evidenced a productive consumption of the debate of the evaluation offered in the disciplines (re) meaning their experiences and thinking the evaluation practices much more by the bias of teaching, learning, the teaching-learning process and / or in the projection of the materialization of the evaluation processes.
