A fanfiction como prática avaliativa da Educação Física no cotidiano escolar

Abstract

The objective was to propose and analyze the use of fanfictions as an evaluative practice in School Physical Education with the aim of understanding the learning processes of 9th-grade students in elementary school. We adopted Barbier's (2002) existential action research as the scientific method and used the theoretical- methodological contributions of Santos (2005), Vieira (2018), and Lano (2019) on evidential assessment. To gather data, we used a field diary and the evaluative works produced by the teacher and the students. The data analysis was based on everyday studies by Certeau (1994) and Charlot (2000). This master's thesis is structured into three chapters with introductory notes, discussion, and final remarks. In the first two chapters, titled "research process," we sought to understand the evaluative reality of Colégio Portal do Jalapão to develop an evaluation proposal that met the desires of the daily school practitioners. Thus, Chapter I analyzes the meanings that a Physical Education-trained teacher attributes to evaluation for learning, identifying their conceptions and the reasons that lead them to evaluate in elementary education, as well as the places/spaces they used to appropriate the theme "evaluation for learning." Chapter II explores the evaluative actions circulating in the investigated school, from research sources to the materiality of evaluative practices, in their relations with conceptions of assessment in elementary education, final years. Chapter III proposes and analyzes the use of fanfictions as an evaluative practice in School Physical Education, aiming to understand student learning through textual and visual records about the knowledge appropriated in bodily practices. The dissertation highlighted that the places and/or spaces that the Physical Education-trained teacher used to appropriate knowledge about educational assessment included recalling the evaluative practices of their Physical Education teacher in basic education, as well as exchanging experiences and sharing knowledge with colleagues and in virtual social groups. We identified that the main reasons why the Physical Education-trained teacher evaluates in elementary education, final years, are associated with: (1) assigning a concept regarding student performance; (2) increasing the visibility of the school unit in society and with higher educational authorities, and (3) complying with standards demanded by the teaching profession and the Tocantins State Department of Education. The sources showed that tests, exercises, and questionnaires are the main evaluative practices mobilized by the teacher, highlighting the predominance of a summative conception of assessment circulating in the investigated context. We concluded that fanfictions, both textual and visual, can be used to assess basketball in school Physical Education, valuing student protagonism, authorship, and creativity, by allowing them to materialize statements and create meanings for the learning marked/biographed in their bodies.