<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822023000100114</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La enseñanza de la evaluación en la formación en educación física: de las prescripciones a las apropiaciones de estudiantes en Colombia, México y Uruguay]]></article-title>
<article-title xml:lang="pt"><![CDATA[O ensino da avaliação na formação em educação física: das prescrições às apropriações de alunos na Colômbia, México e Uruguai]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching assessment in training in physical education: from prescriptions to appropriations by students in Colombia, México and Uruguay]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Paula]]></surname>
<given-names><![CDATA[Sayonara Cunha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stieg]]></surname>
<given-names><![CDATA[Ronildo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno]]></surname>
<given-names><![CDATA[José Alfonso Jiménez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[dos Santos]]></surname>
<given-names><![CDATA[Wagner]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[Ensenada BC]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822023000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822023000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822023000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene como objetivo comprender las apropiaciones que estudiantes de tres cursos de formación inicial en Educación Física (Colombia, México y Uruguay) han hecho sobre la evaluación educativa a lo largo de su trayectoria formativa. Es una investigación de naturaleza cualitativa y exploratoria. Las fuentes se produjeron a través de un cuestionario en línea aplicado en 2021, con preguntas abiertas y cerradas. Participaron en el estudio 242 estudiantes de los tres países. Los resultados mostraron que los estudiantes conocen diferentes tipologías de evaluación, lo que permitió discutirlas a partir de seis categorías: a) técnicas; b) finalidad; c) conceptos; d) instrumentos; e) criterios; y f) naturaleza. Se concluye que, al comparar aspectos curriculares y narrativas sobre el aprendizaje en relación a la evaluación, fue posible aprehender los contenidos didácticos más apropiados por los estudiantes, indicando así lo que más se enfatiza en los tres cursos. Además, indica la necesidad de que la enseñanza de la evaluación se articule con el área de formación de estos estudiantes, asumiendo sus diferentes desarrollos y relacionándola con la especificidad de evaluar en Educación Física.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem como objetivo compreender as apropriações que os estudantes de três cursos de formação inicial em Educação Física (Colômbia, México e Uruguai) têm feito sobre a avaliação educacional ao longo da carreira formativa. Trata-se de uma pesquisa qualitativa e exploratória. As fontes foram produzidas por meio de um questionário online aplicado em 2021, com questões abertas e fechadas. Participaram do estudo 242 estudantes dos três países. Os resultados mostraram que os alunos conhecem diferentes tipos de avaliação, o que permitiu discuti-los a partir de seis categorias: a) técnicas; b) finalidades; c) conceitos; d) instrumentos; e) critérios; e f) naturezas. Conclui-se que, ao comparar aspectos curriculares e narrativas sobre aprendizagem em relação à avaliação, foi possível apreender os conteúdos didáticos mais apropriados pelos alunos, indicando assim o que é mais enfatizado nos três cursos. Além disso, indica a necessidade de o ensino da avaliação estar articulado com a área de formação desses alunos, assumindo seus diferentes desenvolvimentos e relacionando-o com a especificidade de avaliar na Educação Física.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to understand the appropriations that students of three initial training courses in Physical Education (Colombia, Mexico, and Uruguay) have made about educational evaluation throughout their formative career. It is an investigation of a qualitative and exploratory nature. The sources were produced through an online questionnaire applied in 2021 with open and closed questions. A total of 242 students from three countries participated in the study. The results showed that the students were aware of different types of evaluation, which allowed them to be discussed based on six categories: a) techniques; b) purpose; c) concepts; d) instruments; e) criteria; and f) nature. It was concluded that, when comparing curricular aspects and narratives about learning in relation to assessment, it was possible to apprehend the didactic contents most appropriated by the students, thus indicating what is most emphasized in the three courses. In addition, it indicates the need for the teaching of evaluation to be articulated with the training area of these students, assuming their different developments and relating it to the specificity of evaluating in Physical Education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación educativa]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="pt"><![CDATA[avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[América Latina]]></kwd>
<kwd lng="en"><![CDATA[educational assessment]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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