Resumo

LIMA-FROSSARD, Matheus; STIEG, Ronildo  e  DOS SANTOS, Wagner. Assessment practices in three physical education courses in South America. Alteridad [online]. 2021, vol.16, n.2, pp.211-222. ISSN 1390-8642.  https://doi.org/10.17163/alt.v16n2.2021.04.

The article aims to analyzes and compares the prescriptions of the moments and functions of the evaluation defined in the discipline plans of three Physical Education teacher education courses (Ufes/Brazil; Cesmag/Colombia; y Udelar/Uruguay). The research uses a mixed method of explanatory sequential type. It uses the political projects of the courses and the discipline plans as a source. The methodology followed three stages: a) analysis of the frequency of words; b) hypothesis test for proportion; and c) documentary critical analysis. The results showed that the evaluation moments and function prescribed in the plans of Cesmag/Colombia and Udelar/Uruguay are influenced by the conceptions of evaluation present in political projects and government guidelines at those countries. Ufes/Brazil is characterized by a decentralized policy, with no governmental guidelines on evaluative practice, leaving to the teachers this definition. It was concluded that the main concern of the prescriptions is on the definition of the instruments. It is also necessary to qualify the definition of the criteria, functions, agents, moments and evaluation conceptions. It is evident the urgency to think about continuing education in evaluation for teachers who work in higher education in the training of new teachers, above all, taking into account the Physical Education area itself, the challenges of evaluative practices aligned with the context of performance and the incorporation of the habitus that enhance the teaching professionality.

Palavras-chave : Teacher education; assessment; curriculum; physical education; educational policies; Latin America.

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