Campo científico, formação de professores e práticas avaliativas: um estudo da/para região Norte do Brasil

Abstract

This dissertation aims to understand how evaluation has been configured in training courses for physical education teachers in the North region of Brazil. For this, three chapters were outlined with objectives, methodology, development and final notes, which are articulated and associated with the main axis of the research. Thus, this dissertation has a multi-methodological character of a quantitative and qualitative nature. The first chapter assumes the Systematic Review from the bibliometric research, to understand the nature of the scientific production on the evaluation in initial training in physical education, particularly in the North region in the period 2001-2021.Through bibliometric indicators: year of publication, authorship, institutional affiliation, region of authorship and journal, cataloged in the following indexes: Scielo, Hbisco, Lilacs, Doaj, Pubmed, Latindex and the Portal de Periódicos da Capes. This chapter points out as results that, from 2013, there was a significant increase in production, tensioned by the actions of a group of researchers, demarcating a growing result in relation to productions on evaluation in initial training, but which is concentrated in the large national centers, however, evidence of an increase in production on the subject in the North Region is identified. The second chapter, based on the critical documental method, aims to analyze and identify, in the curricular matrices and pedagogical project of the course (PPC) of the degree in physical education, of higher education institutions in the North region, how the prescription of teaching assessment. The sources are ten pedagogical course projects of the mentioned Universities and their respective poles, which offer the training course for teachers in physical education. In this context, the data reveal that assessment for learning is offered by Universities in a diluted manner in other disciplines, relegating the debate and the materialization of the specificities of the curricular component. The third chapter, in turn, aims to understand how students incorporate knowledge, in relation to assessment in their initial formative process, through narrative research. The sources are the narratives produced by 10 students of the 7th and 8th semester of the degree courses in physical education at Public Universities in the North region. The narratives demonstrate the possibilities of materializing evaluative practices in teacher training courses, as their experiences made them reflect on the professional they want to be, even thinking about new ways of evaluating when they become teachers in basic education. The three chapters of this dissertation show the understanding, possibilities and gaps about the evaluation in the initial formation in the degree courses in physical education in the North region, offering elements to project the formative path in relation to the evaluative practices in the Amazon region that has a diversity indigenous, riverside, quilombola and rural peoples.