The assessment of learning in School Physical Education meets challenges that go beyond those present in other curriculum components. 

The way the area organizes and evaluates the relationship between the bodies of the subjects and the objects of knowledge, generates possibilities 

that still seem poorly understood in school daily life. In addition to the content dimensions (attitudinal, procedural and 

conceptual) presented in the National Curriculum Parameters (1998), the area finds in the National Common Curriculum 

Base (BNCC, 2017) other organizational demands. The purpose is to think about how students relate to knowledge 

objects, giving priority now to eight dimensions. Which led us to the problem of: How is it possible to structure a 

proposal for assessment of learning in School Physical Education, contemplating the eight dimensions of knowledge 

presented at the BNCC, for a fourth grade elementary school class in a public school? ? To this end, it aims to: 

Describe and analyze a proposal for assessment of learning in Physical Education, contemplating the eight dimensions 

of knowledge presented in the BNCC, for a class of the 4th cycle of elementary school of a public school. 

The research is configured as an experience report, therefore, of qualitative descriptive character. 

We believe that participant observation, focusing on the formal moments of learning assessment, and the field diary 

give us the support for the production and recording of data that will be treated through document analysis. 

The research is currently under way, so it has no results yet.