Avaliação em Educação Física na educação infantil

• Ano de defesa: 2025
• Autor(a) principal: Toebe, Giovana Patrícia Speck
• Orientador(a): Mendes, Evandra Hein
• Banca de defesa: Mendes, Evandra Hein , Ahlert, Alvori , Fávero, Maria Teresa Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Marechal Cândido Rondon
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Física - Mestrado Profissional
• Departamento: Centro de Ciências Humanas, Educação e Letras
• País: Brasil
• Palavras-chave em Português: Avaliação; Educação Física Escolar; Educação Infantil
• Área do conhecimento CNPq: CIÊNCIAS DA SAÚDE:EDUCACAO FÍSICA
• Link de acesso: https://tede.unioeste.br/handle/tede/7833

This research aimed to investigate the application and interpretation of assessment sheets used by Physical Education teachers in the public school system of Marechal Cândido Rondon in Early Childhood Education, with the goal of improving assessment instruments by incorporating clearer and more objective criteria. To achieve this, a study with a quantitative approach was conducted, involving the application of semi-structured questionnaires with municipal school teachers. The results indicated that teachers recognized the importance of assessment in Early Childhood Physical Education but felt the need for more structured support in applying the assessment sheets. Although these sheets were widely used, many teachers faced difficulties in interpreting the items they comprised. It was found that there is a need to refine the assessment sheets by incorporating clearer and more objective indicators to reduce subjectivity in analyzing students' development regarding Fundamental Movements, Coordination, Position, Location and Direction, and Body Posture/Balance. Thus, the research contributes to improving assessment practices in Early Childhood Physical Education, emphasizing the importance of instruments that enable a qualitative and formative evaluation of children's development. It is hoped that this study can support future reflections and actions aimed at enhancing assessment practices in the municipal education system.