Abstract

Taking as a reference  the hegemonic process of  teachers’ development in Brazil, it can be said that the school performance assessment was limited, during a long time, to verify wether  the student has learned or not what had been  taught for him by means of a value judgement based in rational standards or parameters. In the Physical Education field, teachers’ practice was always linked to the traditional education   through  reproduction  of  teaching models, which were  based in the development of physical, social and economic  attitudes and in sport skills, whose main evaluation strtategy is to compare, classify and select the student according to his physical and biometrical  performance. As a result of  the criticisms done to that traditional model, in the early 80s’ it were built new evaluative strategies pointing to the teaching models turned to an enlarged educational perspectives. However, because of the social, political, economic and pedagogic difficulties found in Brazil, only after the 90s, with the fight of democracy restoration and the school autonomy, it was  possible to develop in group, curricular proposals and evaluative projects that looked for the wholistic  dialect of students, teachers and school. Thus, the purpose of this paper is to present the praxiological basis of an evaluative project to School Physical Education, under NEPECC/UFU* assistence, which is being discussed and implemented gradually in the City, state and federal Elementary School teaching in Uberlândia, Minas Gerais State, Brazil. Its intention is to contribute to a  student’s participative development from the critical way and  use of knowledge of the body and human culture.