<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602021000100215</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2021v11n1id1562</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DIMENSÃO PROCEDIMENTAL NA AVALIAÇÃO DA APRENDIZAGEM EM EDUCAÇÃO FÍSICA ESCOLAR]]></article-title>
<article-title xml:lang="en"><![CDATA[PROCEDIMENTAL DIMENSION IN THE EVALUATION OF LEARNING IN SCHOOL PHYSICAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[DIMENSIÓN PROCEDIMENTAL EN LA EVALUACIÓN DEL APRENDIZAJE EN LA EDUCACIÓN FÍSICA ESCOLAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gordo]]></surname>
<given-names><![CDATA[Margarida do Espírito Santo Cunha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Furtado]]></surname>
<given-names><![CDATA[Renan Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Newar]]></surname>
<given-names><![CDATA[Christiani Lourdes Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Doutorado em Educação pela UNICAMP Docente da Universidade Federal do Pará (UFPA) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Doutorando em Educação pela Universidade Federal do Pará (UFPA) Docente da UFPA ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Graduanda em Licenciatura em Educação Física pela UFPA  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602021000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602021000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602021000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo é construir um protocolo avaliativo como proposta de avaliação da aprendizagem para a área da Educação Física escolar, de acordo com a dimensão procedimental, tendo a Base Nacional Comum Curricular (BNCC) norteando esse processo de construção. Listamos, como objetivos específicos, realizar uma revisão teórica sobre a avaliação da aprendizagem em Educação e na Educação Física, sob a perspectiva da dimensão procedimental; identificar instrumentos e formas de avaliação da aprendizagem com base nas dimensões procedimentais; e construir o protocolo avaliativo conforme o referencial teórico estudado e a BNCC. Ressaltamos que esse protocolo deve ser entendido como um norte, um orientador e não como algo fechado e condensador de todo conhecimento que o aluno pode adquirir em relação ao conteúdo trabalhado. Cada docente deverá adequar esse protocolo de acordo com a realidade e as vivências de seus alunos. Outrossim, ele deve funcionar como uma referência se o aluno alcançou ou não os objetivos de aprendizagem do conteúdo trabalhado, com o intuito de que o professor possa ter um diagnóstico da aprendizagem para intervir de forma propositiva para que o discente consiga apreender os conhecimentos inerentes a esse conteúdo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this paper is construct assessment protocol as proposal of learning assessment in the field of Physical Education at schools, considering the procedural dimension, guided by the National Common Curricular Base (BNCC). We present as specific objectives: conduct a theoretical review on the assessment of learning in Education and Physical Education, in perspective of the procedural dimension; recognize deeds and shapes of learning assessment based in procedural dimensions; and build the evaluative protocol according to the theoretical framework studied and the BNCC. We emphasize that this protocol need understood as a north, a guide and not as something closed and condenser of all knowledge that the student can acquire in relation to the school subject worked on. Each teacher must adapt this protocol according to the reality and experiences of his students. Furthermore, he needs function like a reference if the student achieved the learning objectives of the school subject worked or not, in order that the teacher can have a diagnosis of the learning to intervene in a purposeful way so that the student can learn the knowledge inherent to this school subject.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este artículo es construir como propuesta de evaluación de los aprendizajes para el área de Educación Física en la escuela, según la dimensión procedimental un protocolo de evaluación, teniendo la Base Curricular Nacional Común (BNCC) guiando este proceso de construcción. Enumeramos como objetivos específicos, realizar una revisión teórica sobre la evaluación de los aprendizajes en Educación y Educación Física, desde la perspectiva de la dimensión procedimental; identificar los instrumentos y formas de evaluación de los aprendizajes a partir de las dimensiones procedimentales y construir el protocolo de evaluación a partir del marco teórico estudiado y las BNCC. Insistimos en que este protocolo debe entenderse como una guía, una pauta y no como algo cerrado y condensador de todos los conocimientos que el alumno puede adquirir en relación con los contenidos trabajados. Cada profesor debe adaptar este protocolo según la realidad y las experiencias de sus alumnos. Además, debe funcionar como referencia si el alumno ha conseguido o no los objetivos de aprendizaje del contenido trabajado, con el fin de que el profesor pueda tener un diagnóstico del aprendizaje para intervenir de forma propositiva para que el alumno aprenda los conocimientos propios de este contenido.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação da aprendizagem em Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação procedimental]]></kwd>
<kwd lng="pt"><![CDATA[Protocolo de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[BNCC-Educação Física]]></kwd>
<kwd lng="en"><![CDATA[Learning assessment of Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Procedural assessment]]></kwd>
<kwd lng="en"><![CDATA[Protocol of assessment]]></kwd>
<kwd lng="en"><![CDATA[BNCC-Physical Education]]></kwd>
<kwd lng="es"><![CDATA[Evaluación del aprendizaje en Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Evaluación procesal]]></kwd>
<kwd lng="es"><![CDATA[Protocolo de evaluación]]></kwd>
<kwd lng="es"><![CDATA[BNCC-Educación física]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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