Avaliação da aprendizagem: superando desafios na educação física escolar durante o ensino remoto emergencial.

Abstract

This study aims to analyze the evaluative practice of Physical Education (PE) at school during Emergency Remote Teaching (ERE), verifying which evaluation strategies were used in the pedagogical practice and highlighting the main challenges and possibilities encountered to evaluate student learning. in a remote context. The research was guided by a qualitative approach and carried out based on the action-research method, intending to understand the strategies used to overcome the challenges of assessing learning in school PE during the ERE. To this end, the evaluative practices of the EF curricular component, which occurred during the ERE, in the 3rd two-month period of the 2021 school year, in a 9th grade class of Elementary School II, of a Federal Public School, were considered, through observations and interventions carried out for the discipline of Mandatory Supervised Internship III, of the Degree in Physical Education at the Federal Rural University of Pernambuco (UFRPE). From the studies, it was possible to perceive how much the evaluation of learning is a complex process and how it becomes even more complex when brought to the school PE, due to the specificities and the difficulty of the area in legitimizing itself as a curricular component in the school. However, it was found with the research that it is possible to overcome the challenges of the existing evaluation, in addition to those resulting from the ERE, using strategies such as the diversification of techniques, instruments and criteria to evaluate the students' learning, considering them diverse subjects, with different cognitive, affective and sociocultural abilities. Therefore, the research collaborated for the development of knowledge about the evaluation of learning in school PE in remote teaching, showing the possibilities of planning and carrying out an intentional evaluative practice in this context, an evaluation that evaluates in a continuous, procedural, qualitative and that, above all, consider the student as an integral being, understanding him in his entirety and from his reality, and more, that is based on consolidated theories and methodologies, such as the Historical-Critical Pedagogy and the Critical-Overcoming Pedagogy.