Banca de DEFESA: FRANCISCO EVANOEL NUNES DO NASCIMENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FRANCISCO EVANOEL NUNES DO NASCIMENTO
DATE: 15/06/2026
TIME: 14:00
LOCAL: Videoconferência
TITLE:

ASSESSMENT OF LEARNING IN SCHOOL PHYSICAL EDUCATION: A SYSTEMATIC REVIEW IN THE NATIONAL NETWORK PROFESSIONAL MASTER'S PROGRAM IN PHYSICAL EDUCATION (ProEF)

KEY WORDS:

evaluative practices; formative evaluation; teaching-learning; teacher training.

PAGES: 125
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

The assessment of learning in School Physical Education is a central theme for improving pedagogical practices and promoting a more inclusive and meaningful education. In this context, this dissertation aimed to analyze the academic production on learning assessment within the Professional Master’s Program in Physical Education in a National Network, seeking to identify conceptions, instruments, challenges, and possibilities present in the dissertations. This is a qualitative study, characterized as a systematic literature review, guided by a specific protocol and based on procedures of identification, screening, eligibility, and inclusion of studies, resulting in the analysis of 18 dissertations produced between 2018 and 2024, selected from an initial set of 443 works. Data were organized and analyzed through content analysis techniques, allowing the categorization of productions regarding theoretical perspectives, assessment instruments, and approaches adopted. The results reveal a movement toward overcoming traditional practices, with an increasing emphasis on formative, diagnostic, and emancipatory approaches, as well as the use of diversified instruments that expand the possibilities for monitoring learning. However, challenges remain, particularly related to the lack of clear criteria, weaknesses in teacher education, and structural limitations in the school context, in addition to regional gaps in scientific production. It is concluded that the analyzed production indicates significant advances in the redefinition of assessment in School Physical Education, although obstacles still persist, requiring deeper theoretical and methodological development and greater investment in teacher education, reinforcing the need for assessment practices aligned with a critical, inclusive perspective committed to student learning.

COMMITTEE MEMBERS:
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Externa ao Programa - 3220202 - RUBIANE GIOVANI FONSECA - UFRNExterna à Instituição - LILIAN APARECIDA FERREIRA - UNESP