Avaliação formativo-dialógica na educação física nos anos iniciais do ensino fundamental: possibilidades no ensino da ginástica

Abstract

This study investigates assessment in Physical Education in the early years of elementary school. The research problem consisted of investigating the possibilities of dialogical-formative assessment in this curricular component. The objective was to develop and analyze a methodological unit with the content of gymnastics, more specifically, Gymnastics for All (GFA), with the purpose of constructing possibilities for a dialogical and formative assessment. In a qualitative approach, as an initial step, the study sought to identify in the curricular guidelines and literature of Physical Education conceptions and orientations on assessment aimed at the early years of elementary school. In addition, the theoretical-methodological foundations of teaching gymnastics at this stage of schooling were systematized in order to support pedagogical practice. In the context of action research, the pedagogical proposal was developed during 16 Physical Education classes by the teacher-researcher with a 4th-grade class in a municipal public school in Caldas Novas/GO. The results evidenced the construction of evaluative possibilities of a dialogical, mediating, and processual nature. Teacher mediation, through continuous observation, attentive listening, pedagogical records, and intentional interventions, as well as the valuing of students' formative journey, constituted central axes of the evaluative movement. The investigated scenario reveals a permanent tension between discourses that defend formative and process-oriented evaluation and institutional demands still marked by classificatory and quantitative practices. The dialogical-formative perspective of evaluation in the treatment of Physical Education presented itself as a pedagogical possibility capable of favoring more inclusive, reflective, and humanizing processes, respecting the singularities of children and valuing Physical Education in school in its expressive, cultural, and collective dimension.