English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Since 1998, a national assessment policy called the National High School Examination (ENEM) has been implemented in Brazil. In 2009, it underwent modifications that included the content of the exam questions related to Physical Education. The paper analyzes how Physical Education is 1 Universidade Federal do Espírito Santo, Vitória, Brasil. Contacto: rodrigo.marques@edu.ufes.br 2 Universidade Federal do Espírito Santo, Vitória, Brasil. Contacto: ronildo.stieg@edu.ufes.br 3 Universidade Federal do Espírito Santo, Vitória, Brasil. Contacto: sayonara.paula@edu.ufes.br 4 Universidade Federal do Espírito Santo, Vitória, Brasil. Contacto: heitor.negreiros@edu.ufes.br 5 Universidade Federal do Espírito Santo, Vitória, Brasil. Contacto: wagner.santos@ufes.br 114 EDUCACIÓN FÍSICA EN EL EXAMEN NACIONAL DE ESCUELA SECUNDARIA DE BRASIL: ANÁLISIS DE LAS PREGUNTAS EN EL PERIODO 2009-2017 R. Marques, R. Stieg, S. Cunha de Paula, H. Lopes Negreiros, W. dos Santos addressed by the questions and what relationships are established with other areas of knowledge. It is characterized as a qualitative research of an exploratory nature and uses the documentary critical analysis as a methodology. The sources are: 49 questions related to Physical Education from nine editions of the test (2009 to 2017); the National Curricular Guidelines for High School; the Basic Document of ENEM, and the Reference Matrix of ENEM. The results demonstrate that the content of Physical Education is presented in the questions in two different ways: a) as a purpose, understood as the act of using them to achieve the objectives attributed to different body practices and; b) as a means of interacting with other areas of knowledge. The conclusions reveal that the attributed uses and meanings exceed its practical dimension and reinforce the multidisciplinary character of Physical Education, interacting with the different areas of curricular knowledge in Brazil’s high schools. Key concepts: Standardized assessments, ENEM, secondary education, Physical Education. CALIDAD EN LA EDUCACIÓN n 53, diciembre 2020 115

Physical Education on the National High School Exam in Brazil: Analysis of the Questions from 2009-2017