HUMANISTIC SCHOOL PHYSICAL EDUCATION: THEORIES, METHODS, AND ASSESSMENT INSTRUMENTS IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

Learning assessment in the field of School Physical Education (SPE) is vast, diverse, and widely debated in schools, academia, and science. The objective was to analyze the theories, methods, and assessment instruments used by SPE teachers in schools in Porto Velho, Rondônia. The methodology used field research with a qualitative, descriptive-exploratory approach. Data were collected through a semi-structured questionnaire developed in Google Forms, with the link distributed electronically. Data were completed by 13 Physical Education teachers who signed the Informed Consent Form (ICF). The results were interpreted using Bardin's (2016) Content Analysis. The results indicated that most teachers do not adhere to any pedagogical theory and do not use assessment methods and instruments. The final considerations highlighted gaps between the pedagogical theories and the professional practices of Physical Education teachers. Furthermore, a predominance of informal assessment, a lack of instruments, and a lack of mandatory guidelines from educational institutions and schools were revealed. Therefore, it is crucial that teachers access institutional resources to develop structured instruments and diverse assessment practices. These actions are essential to enriching human development, stimulating meaningful learning, achieving educational objectives, promoting inclusion, and valuing diversity