Da avaliação a gestão de processo : uma proposta de instrumento para acompanhamento da inclusão contextualizada no transcorrer de atividades motoras

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

This research considers about the presuppositions, which orientate the evaluation in the educational ambit, aiming the Physical Education and the current inclusive contexto The specific target of this research was to build a tool of evaluative observation, which aids the Physical Education professional in the administration of the inclusion process during the moving activities. For so, a qualitative research was developed under a critical-dialectic approach. The intended tool has as feature the systematized observation of relationship abilities which you/they were planned out starting from the analysis of tasks sustained by the fundamental movements and different approaches of games: games with collective results, cooperative or semi competitive games and elaboration or creation games. The results obtained with this research are listed in observed evaluative spreadsheets, individual and collective registration charts and task planning spreadsheets. In order to test this material, an exploratory study was achieved with participant observation, in which nine individuais participated, among children and adolescents, and four assessors that used the proposed too!. Semi structured interviews with the participant assessors are found in this research. It is concluded that the relationship abilities are not always being valorized by the Physical Education for the effecting of motion tasks, because the evaluation proposals are usually arrested to the executei do. If the human diversity is considered, we can see that the understanding is overcastted in the evaluation. The premises that can promote the effecting of a motion task may be delineated through methodological proposals that challenge the shared participation, so that we can recognize that there is not equality in the individuais, but likenesses, which can be highlighted by the differences structuring the group. This way, evaluation and intervention should make perspectives which can build, model and rebuild didactic arrangements, sustaining that the interactions during a class are dynamic and symbiotic and come true in the dyadic situational interventions which only belong to the involved in and that s why they are described in unique time and space. We affirm that the conception of evaluation is enlarged because it is a circumstantial action that is bui It starting from the evaluator s perceptions and can be un-built at every momento This way, this contextual zed in the duration of motion tasks inclusion accompanying tool proposal goes ahead to a future paradigmatic change, which is not based on society signs, but seeks the development of group interactions

ASSUNTO(S)

avaliação atividade motora educação fisica para deficientes

ACESSO AO ARTIGO

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