Instrumentos de avaliação para a Educação Física na rede municipal: uma abordagem integrada a partir das unidades temáticas da BNCC

Abstract

Learning assessment in School Physical Education constitutes one of the main challenges of teaching practice, particularly given the need to develop assessment processes consistent with students’ comprehensive education and with the guidelines of the Brazilian National Common Curricular Base (BNCC). In this context, this study aimed to develop, apply, and analyze assessment instruments addressing the conceptual, procedural, and attitudinal dimensions of learning, culminating in the development of a Technical Assessment Handbook designed to support teaching practice in School Physical Education. This was a qualitative, applied study conducted through action research. The study was carried out at Escola Básica Municipal Imigrantes, in the municipality of Concórdia, Santa Catarina, involving 45 students from two Elementary School classes. The intervention addressed two of the six BNCC thematic units: Adventure Physical Activities, developed with fifth-grade students, and Sports, with an emphasis on futsal, developed with ninth-grade students. Data were produced through conceptual, procedural, and attitudinal assessments, complemented by oral self-assessment sessions conducted at the end of the pedagogical interventions. Data were analyzed using Content Analysis, according to Bardin (2016), allowing the interpretation of the data obtained during the intervention in light of the theoretical frameworks underpinning formative assessment and School Physical Education. The results showed that, in the fifth grade, students recognized activities such as skateboarding, parkour, and roller skating and related the content addressed to the experiences carried out during the classes. In the attitudinal dimension, the categories “always” and “most of the time” predominated across the assessed criteria. In the ninth grade, regarding the procedural dimension, better performance was observed in passing, ball control, and collective organization of play, while the main difficulties were related to game reading, defensive positioning, and decision-making in opposition situations. The use of previously defined criteria also assisted the teacher-researcher in monitoring the different dimensions of learning and identifying aspects that needed to be revisited during the teaching process. As an educational resource, a Technical Handbook for Learning Assessment in School Physical Education was developed, containing proposals for all six BNCC thematic units, structured around the conceptual, procedural, and attitudinal dimensions of learning. The material brings together pedagogical guidelines, assessment criteria, and instruments intended to support the planning, monitoring, and assessment of learning in School Physical Education. It is concluded that the experience made it possible to organize and analyze different forms of assessment in the two thematic units addressed and provided a basis for the development of the Technical Handbook, expanding the possibilities for monitoring learning in School Physical Education classes.