Name: MATHEUS LIMA FROSSARD
Publication date: 25/02/2022
Advisor:
Name |
Role |
|---|---|
| WAGNER DOS SANTOS | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| AMARÍLIO FERREIRA NETO | Internal Examiner * |
| FELIPE FERREIRA BARROS CARNEIRO | External Examiner * |
| WAGNER DOS SANTOS | Advisor * |
Summary: This thesis aims to understand how the educational assessment theme has been prescribed, taught and practiced by teachers who work in the initial teacher education in Physical Education at Ufes/Brazil, Cesmag/Colombia and Udelar/Uruguay. We used the evidential paradigm (GINZBURG, 1989), in the process of analyzing the sources, seeking to explain the micro phenomenon from the macro-social relationships and, the macro, from the micro aspects inherent to the culture practiced by men in history. In the same way, we base our view on the documentary criticism of Bloch (2001), understanding the prescriptions proposed by governments, courses and professors as privileged sources to understand the policies, conceptions and evaluation proposals. We used as a source, the prescribed curricula (SACRISTÁN, 2000) of the courses (political project of the course, curricular organization, discipline plan), government documents and a questionnaire with the teachers` opinions. The documents helped us to analyze the intentions proposed in each training project and the way in which the initial training courses for Physical Education teachers at Ufes/Brazil, Udelar/Uruguay and Cesmag/Colombia provide conditions for the student to constitute his/her teaching identity (NÓVOA , 2017). The thesis has three axes of analysis, intrinsically related: 1) the production of knowledge in journals on assessment in teacher education, showing through evidence (GINZBURG, 1989) the structure, evolution and connections of the scientific community that studies the topic; 2) the prescriptions on the evaluation practice of the teachers present in the plans of all the disciplines of the training courses of Ufes, Cesmag and Udelar; compares the prescriptions on what is taught about assessment in the teacher education of Physical Education in each institution, with what teachers understand as important to be addressed in the course. Based on the main findings, the thesis confirms the hypothesis that the teaching of assessment is defined by training projects, concepts of Physical Education, teaching contents and assessment practices. However, this is not an equality relationship, but they are complementary. Thus, government policies and institutional guidelines influence the conception of evaluation and its teaching, as well as, in its absence, the teacher`s conception of Physical Education and its evaluative practices guide the teaching on the subject.
Keywords: Educational Assessment. Initial Teacher Education. Physical Education. Latin American.
