Perspectivas de avaliação em Educação Física: aproximações entre a BNCC e o Projeto Político Pedagógico

Abstract

Assessment in the subject of Physical Education plays a fundamental role in the educational context, as it offers teachers the opportunity to reflect on pedagogical processes, but also on the values and attitudes that the subject aims to promote. The general objective was to analyze the proposals for evaluation in Physical Education. The methodology employed is based on a qualitative approach, using a review of specific literature and documentary analysis. Theoretical references of great importance to this study include Dárido, who addresses the historical process and phases of Physical Education; Young, focusing on knowledge of the curriculum; Hoffmann, who deals with assessment; Neira, who criticizes the BNCC document; Imbernón, who highlights the development of teacher training; UNESCO, with a report on a new social contract for Education; and Freire, who sees the Political-Pedagogical Project as an instrument of social, educational and emancipatory transformation. Documentary analyses of the PPP and the BNCC were also relevant to the research. The main findings point to a contemporary trend towards assessment methods that prioritize qualitative and reflective aspects. However, difficulties faced by Physical Education teachers in implementing these assessments were identified. On the other hand, when well planned, assessments can be a valuable tool for monitoring students' development in the training process, as well as stimulating an environment of dialog between teacher and student. Therefore, it is concluded that, in the search for a dialog between evaluation processes, it is essential that there is interaction between the Physical Education teacher, the BNCC and the school's Pedagogical Political Project (PPP), in addition to investments in continuing teacher training, to improve knowledge on the subject of evaluation, enabling a holistic development of the student