THE ASSESSMENT PRESCRIPTIONS IN THE INITIALS TEACHERS EDUCATION IN PHYSICAL EDUCATION

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.