A Educação Física nos exames estandardizados nacionais: uma análise de sua inserção no ensino médio em contexto americano e europeu

• Ano de defesa: 2022
• Autor(a) principal: Santos, Pablo Mattos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação Física; Centro de Educação Física e Desportos; UFES; Programa de Pós-Graduação em Educação Física
• Palavras-chave em Português: Exames estandardizados; Educação Física; Ensino Médio; subject.br-rjbn
• Link de acesso: http://repositorio.ufes.br/handle/10/16220

The objective of this dissertation was to map and analyze standardized tests at the national level and those that contemplate Physical Education as an evaluated content within the scope of American and European countries, carried out by high school students. This is a qualitative and exploratory research, which is based on critical-document analysis. The first chapter corresponds to the introductory part of the dissertation and turns to the relationship of the object of study and the articulation with the researcher's path in the Proteoria group. In the second chapter, we find a total of 88 countries, in America (35) and Europe (53), so that 38 elaborate standardized tests at national level. Of these 38 countries, there are assessments that have the same educational and assessment policy applied in more than one country, culminating in 22 standardized exams distributed as follows: 11 in the American continent and 11 in the European continent. In the third chapter, the documents, the websites of the agents and the Ministry of Education indicated that the areas of knowledge and the subjects evaluated are presented in an interdisciplinary way and are found as follows: Mathematics is present in EGREMS, Enem, PAA, PSU, EXANI II and AbiturPrüfung; Social Sciences in EGREMS and PSU; Science in EGREMS and PSU; and Reading in the PAA and EXANI II. The recurrent subjects are established as follows: Vernacular Language and Mathematics (Enem, PSU, AbiturPrüfung and PAA); Biology, History and Chemistry (Enem, PSU and AbiturPrüfung); Foreign languages (Enem, PSU and PAA); Physics and Sociology (Enem and PSU); Literature and Physical Education (Enem and AbiturPrüfung). In the fourth chapter, the evaluated contents were identified through specific documents of Physical Education that present their own evaluation policies in the exams (CSEC, Enem, BAC, ESC, VWO and GCSE), it is presented both in the mandatory form (CSEC, Enem , BAC, ESC, VWO and GCSE) and elective (AbiturPrüfung, POB and HAVO) in standardized exams. Two ways of thinking about Physical Education were identified: from a health-related perspective (CSEC, GCSE, ESC, AbiturPrüfung, POB, HAVO and/or VWO); and Physical Education with the idea of interdisciplinarity, whether in the social area (BAC) or languages (Enem). The study verified the need to deepen studies on the theme related to standardized exams based on comparative works.