<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000700542</article-id>
<article-id pub-id-type="doi">10.22481/rpe.v16i43.7057</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS PRESCRIÇÕES DE AVALIAÇÃO DOS CURSOS DE FORMAÇÃO DE PROFESSORES EM EDUCAÇÃO FÍSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ASSESSMENT PRESCRIPTIONS IN THE INITIALS TEACHERS EDUCATION IN PHYSICAL EDUCATION.]]></article-title>
<article-title xml:lang="es"><![CDATA[REQUISITOS DE EVALUACIÓN DE LOS CURSOS DE FORMACIÓN INICIAL DE PROFESORES DE EDUCACIÓN FÍSICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Poleto]]></surname>
<given-names><![CDATA[Fábia Maria Boreli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frossard]]></surname>
<given-names><![CDATA[Matheus Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Wagner dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário São Camilo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>43</numero>
<fpage>542</fpage>
<lpage>568</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000700542&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000700542&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000700542&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo busca compreender como são prescritas as práticas avaliativas em todas as disciplinas que compõem a matriz curricular de três cursos de formação de professores em Educação Física das instituições privadas do Estado do Espírito Santo e suas implicações para a constituição dos saberes docentes. Caracteriza-se como uma pesquisa qualitativa do tipo crítico-documental (BLOCH, 2001) e utiliza os planos de disciplinas como fonte. O software Iramuteq auxiliou na produção dos gráficos e na análise fatorial de correspondência. Os resultados evidenciam que os principais critérios avaliativos prescritos nos planos de disciplina estão relacionados com os aspectos: técnicos e estruturais dos trabalhos (45%); comportamentais (40%); do ensino ou da aprendizagem (15%). As disciplinas de formação ampliada têm priorizado o uso de instrumentos avaliativos individuais com ênfase na escrita e na prova, enquanto as disciplinas de formação específica dão destaque à avaliação coletiva com maior diversidade de instrumentos. O estudo aponta para a necessidade de a formação de professores assumir práticas avaliativas que auxiliem a aprendizagem; busquem compreender os sentidos atribuídos pelos alunos às suas práticas; considerem a especificidade da disciplina; sirvam de exemplo aos alunos para futura reprodução no ambiente escolar; possibilitem a participação ativa dos discentes na escolha dos instrumentos, dos critérios e no processo de julgamento de valor e tomada de decisão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to understand how assessment practices are prescribed in all disciplines that make up the curriculum of three initial teachers education courses in Physical Education of private institutions of Espirito Santo, and its implications for the creation of knowledge teachers. It is characterized as qualitative research of the documentary critical type (BLOCH, 2001) and uses the plans of disciplines as a source. The Iramuteq software helped in the production of graphics and the factorial analysis of correspondence. The results show that the structural-technical aspect of the works were the main assessment criteria highlighted in the discipline plans (45%), followed by behavioral aspects (40%) and teaching or learning aspects (15%). The extended knowledge disciplines have prioritized the use of individual assessment instruments with an emphasis on writing and text. Specific training subjects highlight collective assessment with a greater diversity of instruments. We pointed to the need for teacher training to take assessment practices to assist learning; seek to understand the meanings attributed by students to their practices; consider the specificity of the discipline; serve as an example to students for future reproduction in the school environment; enable the active participation of students in the choice of instruments, criteria, in the value judgment process and decision making.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo busca comprender cómo se prescriben las prácticas evaluativas en todas las disciplinas que conforman la matriz curricular de tres cursos de capacitación docente de Educación Física en instituciones privadas en el Estado de Espírito Santo, y sus implicaciones para la constitución del conocimiento docente. Se caracteriza por ser una investigación cualitativa del tipo crítico documental (BLOCH, 2001) y utiliza los planes de disciplinas como fuente. El software Iramuteq ayudó en la producción de gráficos y en el análisis factorial de correspondencia. Los resultados muestran que el aspecto técnico y estructural de los trabajos fueron los principales criterios de evaluación destacados en los planes de disciplina (45%), seguidos de los criterios de comportamiento (40%) y relacionados con la enseñanza o el aprendizaje (15%). Las disciplinas de capacitación extendida han priorizado el uso de instrumentos de evaluación individuales con énfasis en la escritura y el examen, mientras que las disciplinas de capacitación específicas enfatizan la evaluación colectiva con una mayor diversidad de instrumentos. Señalamos la necesidad de la formación de docentes para adoptar prácticas evaluativas que ayuden al aprendizaje; tratar de comprender los significados que los estudiantes atribuyen a sus prácticas; considerar la especificidad de la disciplina; servir de ejemplo a los estudiantes para su futura reproducción en el entorno escolar; permitir la participación activa de los estudiantes en la elección de instrumentos, criterios, en el proceso de juicio de valor y en la toma de decisiones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Physical Education (PE)]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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