The research design: a proposal for integration in the third year of the program of physical culture

Abstract

In order to achieve a future competent graduate from the Faculty of Physical Culture (FPC), it is important to develop a high quality teaching, where the evaluation is the component of the PDE, that allows issuing a valuable judgment about the appropriation of knowledge. Under the assumption that the evaluation is «a complex and continuous process of assessment of pedagogical situations, their results and the contexts and conditions in which they occur. In this framework, we propose the significance and meaning of «integrative evaluation», which is a privileged integrator moment in the process of construction of scholar knowledge. Even if, the integrative evaluation may be considered in a clearly differentiated moment, its construction may face a procedural and final character. Taking this definition as a starting point and taking into consideration the major shortcomings shown in previous exercises, we find that there are: -limitations when addressing the evaluations, that aim a content integration, -insufficient integration of previous knowledge knowledge and the role of the students, -poor guidance to follow the logic of the systematic principle, and the spiral evolution of knowledge by transferring the knowledge to new situations, -difficulties in building a reflective and creative thinking, that allows the student to «get to the core», by establishing links and relationships, necessary to apply the content to social practice, so that it gives solutions to problems in general. The following investigation aim to find an approach to a more efficient and integrating exam in the third year of the program of Physical Culture.