TEACHER NARRATIVES ABOUT TEACHING-LEARNING EVALUATION: FROM INITIAL EDUCATION TO THE CONTEXT OF PROFESSIONAL PRACTICE

Authors

  • Wagner dos Santos Universidade Federal do Espírito Santos
  • Francine de Lima Maximiano Universidade Federal do Espírito Santo.
  • Matheus Lima Frossard Universidade Federal do Espírito Santo.

DOI:

https://doi.org/10.22456/1982-8918.59308

Keywords:

Evaluation. Learning. Physical education. Teachers.

Abstract

This work aims to produce a rereading of evaluative experiences of former students of Physical Education from CEFD/Ufes. Its purpose is to verify the self-transformation into the teaching condition, with regard to learning evaluations. It is based on investigation-education research. Its sources are oral narratives produced in 2011, when subjects were students, and in 2014, already as teachers. The results of our rereading show new understanding of the evaluation experienced in initial teacher education, recognizing the need for diversification when analyzing the nature of what is evaluated and the characteristic of Physical Education.

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Author Biographies

Wagner dos Santos, Universidade Federal do Espírito Santos

Doutor em Educação pela Universidade Federal do Espírito Santo. Professor Adjunto do Departamento de Ginástica da Universidade Federal do Espírito Santo. Pesquisador do Instituto de Pesquisa em Educação e Educação Física (PROTEORIA).

Francine de Lima Maximiano, Universidade Federal do Espírito Santo.

Mestre em Educação Física pela Universidade Federal do Espírito Santo. Membro do Instituto de Pesquisa em Educação e Educação Física (PROTEORIA).

Matheus Lima Frossard, Universidade Federal do Espírito Santo.

Mestrando do Programa de Pós-Graduação em Educação Física da Universidade Federal do Espírito Santo. Membro do Instituto de Pesquisa em Educação e Educação Física (PROTEORIA).

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Published

2016-08-15

How to Cite

SANTOS, W. dos; MAXIMIANO, F. de L.; FROSSARD, M. L. TEACHER NARRATIVES ABOUT TEACHING-LEARNING EVALUATION: FROM INITIAL EDUCATION TO THE CONTEXT OF PROFESSIONAL PRACTICE. Movimento, [S. l.], v. 22, n. 3, p. 739–752, 2016. DOI: 10.22456/1982-8918.59308. Disponível em: https://seer.ufrgs.br/index.php/Movimento/article/view/59308. Acesso em: 24 jun. 2025.

Issue

v. 22, n. 3, jul./set. 2016

Section

Original Articles

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