(Re)creating spaces and sharing knowledge: Evidential Evaluation as a central axis of pedagogical work of Physical Education in Early Childhood Education

ABSTRACT The article analyzes evidential evaluation in Physical Education classes in Early Childhood Education, focusing on the production of assessment practices and their experiences. It takes the perspective of an existential Research-action method, carried out with a teacher trained in Physical Education and 17 children from a Municipal Unit of Early Childhood Education in Vila Velha, Espírito Santo (ES), Brazil. The data showed the potential of the evidential evaluation in that context, articulating the assessment practices and the children's narratives to give visibility to the memory of the formative path.