The assessment of learning in Physical Education at School finds challenges that go beyond those present in the other curricular components. The way in which the area organizes and evaluates the relationship of the subjects' bodies with the objects of knowledge, generates possibilities that still seem to be poorly understood in the school routine. In addition to the content dimensions (attitudinal, procedural and conceptual), presented in the Parâmetros Curriculares Nacionais (1998), the area finds in the Base Nacional Comum Curricular (BNCC, 2017) other organizational demands. The proposal is to think about how students relate to the objects of knowledge, privileging now eight dimensions, which led us to the problem of “How is it possible to structure a proposal for the evaluation of learning in Physical Education at School, considering the eight dimensions of knowledge presented? at BNCC, for a class of the fourth cycle of elementary school in a public school? ” For this purpose, we set out as a research objective, to problematize a pedagogical experience in Physical Education at School, reflecting on the evaluation of learning from the perspective of the eight dimensions of knowledge presented at BNCC, for a class of the 4th cycle of fundamental education. It is an exploratory qualitative research, presented as an experience report, therefore, of a descriptive nature. Participating observation with the help of the field diary was used as instruments of production of the research data. Altogether, there were six formal moments of learning assessment, each with its specific didactic-methodological instrument for verifying skills and an equivalent record form. Through documentary analysis and following the descriptions of the participant observation rotators, semantic correspondences were identified between the concepts defended in the theoretical framework with the experiences carried out in the field. Such correspondences are synthesized in guiding principles for the construction of evaluated instruments, which present as our results, associated with each instrument itself and its possibilities. These results allow us to consider that it was possible to develop one among many possibilities to evaluate the learning in Physical Education at School, considering the eight dimensions of knowledge present in the base. The present study also showed that this theme needs to be appreciated by other researches that expand the possibilities achieved here, above all, with regard to the limitations and difficulty of establishing formative breaks in the teaching and evaluation process through active methodologies, in face of organizational maintenance of the traditional public school.