The research aimed to build collaborative and evaluative practices to school Physical Education. It was used action research (Barbier, 2002) as a theoretical and methodological framework and defined as partners a teacher and fourth year Elementary School students of the municipal school in Vitória, Espírito Santo. The study was based on the evaluation perspective as evidential practice (SANTOS, 2005, 2008), by presenting as instruments: iconographic records (photographs and drawings), Physical Education grade books, teacher individual notes and students' self-evaluation form. The review gave visibility to what was taught in Physical Education classes and awareness produced by the students in their relationship towards knowledge. This movement announced procedures to design assessment beyond the academic discourses that base analyzes on complained diagnostic.
Assessment; Intervention in basic education; Physical education
