Avaliação do ensino e da aprendizagem na Educação Física: das orientações normativas às produções dos livros didáticos

Abstract

The dissertation has the general objective of analyzing the evaluation prescriptions in the Physical Education Textbooks of the National Textbook Plan (PNLD). Even though the entry of Physical Education into the curricular component of the PNLD was recent, we opted for these books as sources, since they are aligned with the National Common Curricular Base (BRASIL, 2017b) and direct pedagogical practices in contemporary times. It was outlined in three chapters that dialogue and maintain coherence with each other considering the nature of the sources and the assumed theoretical-methodological assumptions. It is characterized as a qualitative research that assumes the critical analysis of documents (BLOCH, 2001) as a theoretical-methodological approach. The first chapter aims to understand how the policies for evaluating teaching and learning are constituted in the normative documents of Basic Education that guide the production of textbooks. The Law of Guidelines and Bases (BRAZIL, 1996), the National Curricular Guidelines (BRAZIL, 2013), the Common National Curriculum Base (BRAZIL, 2017b) and their respective decrees and opinions, constituted our sources in this first moment. We identified that the first two documents present clearer instructions regarding the evaluation compared to BNCC (2017b). In the latter document there is a silence in relation to the evaluation of teaching and learning. The second chapter, identifies the trajectory of the National Textbook Plan, from its creation until the insertion of the book for Physical Education in the program, analyzes the participation of authors in the formulation of the documents guiding the production of the Textbook and the participation of publishers in the PNLD. We identified that the high investment of the government in the public policies related to the Didactic Book attracts the interest of large educational companies. The third chapter analyzes the prescriptions of evaluative practices of teaching and learning for Physical Education in the PNLD Books 2019 and 2020. It consists in the search for signs and indications of the concepts of evaluation that guided the elaboration of works and prescriptions. This chapter analyzes what, how, who and when it is evaluated in these books and what knowledge (CHARLOT, 2000) is privileged. We identified that the books present a variety of prescriptions and evaluation instruments, and the prescriptions that use an evaluation through bodily experience, present greater possibilities for an evaluation that enables value judgment and decision making. In general, we identified a discontinuity in the debate on the evaluation of teaching and learning in the guiding documents of Basic Education, and in Physical Education, in view of the progress of research on evaluation in the area, we signal the need for a greater dialogue with authors of the evaluation of Physical Education