Avaliação da aprendizagem na educação física: um estudo com professores formadores

• Ano de defesa: 2009
• Autor(a) principal: Cunha, Virginia Mara Próspero da
• Orientador(a): Aguiar, Wanda Maria Junqueira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Avaliação da aprendizagem; Formação de professores; Educação física; Educacao fisica > Estudo e ensino; Professores de educacao fisica > Formacao profissional
• Palavras-chave em Inglês: Learning evaluating; Docent graduation; Physical education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16532

This thesis aimed at investigating the feelings and the meanings of the evaluation of school learning of the teachers graduated at the licentiate course in physical education. The research was made in a college, midsize city in São Paulo state, with teachers graduated at the licentiate course in physical education. It was based on the assumption that evaluative practices developed by the teachers on the formation course enabled to students experiences that had influenced on the construction of the future evaluative practices. The instruments for the data collection were a questionnaire and a semi-structured interview. The questionnaire, with 07 closed questions and 08 open questions, was inspired by researches on the learning evaluation in the context of higher education and applied to all teachers that minister classes in the licentiate course of physical education on the institution. The information of the questionnaire was used to analyze the meaning attributed by the graduated teachers to the evaluation of the school learning and also to the choice of the interviewees. The semi-structured interview has been realized with four teachers, which allowed us to get closer the feelings areas of these teachers in relation to the school learning evaluation, providing a deepening of the issues that permeate it. In light of the socio-historical psychology, whose theoretical foundations are based on historical-dialectical materialism, having the theoretical reference in Lev S. Vigotski, the data information have been grouped into pre-indicators, indicators and signification nucleus, where the last expressed the central points that showed the determination of the subjects. It was found that the teachers design the school learning evaluation as a diagnosis, used to detect the students difficulties and that the evaluative practices developed by the teachers have an formative role. The results also show that the teachers are concerned about the teacher formation of their students, being concerned in integrates the evaluative process with the teaching-learning process. In general, this study represented the possibility of thinking critically on evaluative process that are submitted the future teachers that will act in basic education, in the physical education discipline, which leads to the reflection about the formation of teachers. We conclude that, from the experiences lived in their initial formation course; it will create bases for the future teacher acting