TEORIA DESENVOLVIMENTAL E A AVALIAÇÃO NAS AULAS DE EDUCAÇÃO FÍSICA

• Ano de defesa: 2020
• Autor(a) principal: BARBOSA, BRUNA GISELE
• Orientador(a): Tassa, Khaled Omar Mohamad El
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação (Mestrado - Irati)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Teoria Desenvolvimental; Avaliação escolar; Educação Física
• Palavras-chave em Inglês: Theory Developmental; School evaluation; Physical Education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1503

This study has as its objective the evaluation of learning in school PE, with an interface in the teaching principles of Davydov's Developmental Theory. The research is qualitative, with the methodology of the educational didactic formative experiment developed in the PE classes (DAVYDOV, 1988), focusing on the following objectives: analyze the evaluation of learning in the context of school PE, based on Davydov's Developmental Theory; to develop a formative didactic experiment in order to structure a proposal for evaluation of school PE. The theoretical basis of the research was centered in the evaluation processes in PE, to promote these discussions relevant studies are used (LUCKESI, 2003; MELO, 2006; 2011; MIRANDA, 2013) and others. A discussion is made about the search for an approximation with Davydov's Developmental Theory applied in schools, and in PE classes (LEONTIEV, 1978; DAVYDOV, 1988; VYGOTSKY, 2008; LIBÂNEO; FREITAS, 2013). Finally, the concept of evaluation according to Davydov's Theory stands out, relating it to the teaching and learning process in school PE, for which, reference studies are considered Física (LEONTIEV, 1978; DAVYDOV, 1988; VYGOTSKY, 2008; LIBÂNEO; FREITAS, 2013). The concept of evaluation according to Davydov's Developmental Theory was highlighted, relating it to the teaching and learning process in school Physical Education, and for the deepening of needs, reference studies were used (BAPTISTA; MIRANDA, 2012; MIRANDA, 2013; CORAL, 2015; MILAK, 2018). The research was carried out in a State Public School in the central area of the city of Irati-PR, with intervention in PE classes. Thirty-nine (39) students from the Integrated Teacher Education (FDI) class participated as research subjects. A field diary is used as instrument to collect the research data through recorded observation. For the organization and analysis of the research data, an analysis is made on relevant aspects about the development of the educational formative didactic experiment based on Davydov's Developmental Theory. The collected data allowed to recognize through speeches presented by the students, that most of them did not have contact or more specific knowledge, such as theoretical scientific, about handball and dance. It is believed that the approximation of practical knowledge with the theoretical scientific knowledge of handball and dance themes occurred in similar ways in both subjects, highlighting that the classes were aimed at providing students the ability to grasp the concept of proposed activities through oriented action. In this context, it is believed that the formative didactic experiment, developed in PE classes, comprehended and related the school evaluation as a tool that can help the teaching practice and in monitoring teaching and learning of students regarding the domains of knowledge (scientific knowledge) and the domain of know-how (practical knowledge) of the subjects developed on the theme of handball and dance. In summary, seeking to meet the objectives related to the action of qualitatively and continuously evaluating the process, based on the principles of Davydiv’s Developmental Theory (1988), it is believed that the study contributed to the realization of the experiment and provided actions that subsidized the learning of the participants in an integral way.