EVALUATION OF LEARNING IN THE COMPONENT OF PHYSICAL EDUCATION IN EJA: EVALUATION PRACTICES IN HIGH SCHOOL

Abstract

This research aims to understand how the assessment of learning occurs in the Physical Education discipline, in the Youth and Adult Education modality – EJA VI, in the process of being implemented in high school in 2022. This research is of a qualitative nature and, to data collection, sources such as: curriculum matrix for the purposes of document analysis, observation, questionnaires and interviews were used, with the Supervised Internship being a favorable space for research. Participants in this research are: EJA VI students from the 3rd segment of Formative Time II and teachers with degrees in Physical Education who agreed to participate in the research. As support for theoretical discussion, we use the emancipatory and democratic theoretical framework of learning assessment, as well as social experiences and individuation processes foreseen in the sociology of action. The results show that formative assessment is prescribed in the documents in a systematic way, however, in the classroom it presents itself as a challenge for the school to work from this perspective of assessment in EJA, which dialogues with the real profile of its students. In their daily lives, the teachers did not appropriate the methodology aimed at EJA, but they did not completely ignore it as they proposed themes present in the document, with actions for knowledge, work with the axes and generating themes. Working students resist the rigid routines of school; They are in the process of integrating the discipline in terms of practical activities and also in the classroom.