Construção e vivência de um projeto de avaliação motora no programa PEEF: : um relato de experiência acadêmica

Abstract

This paper presents an experience report on the construction, implementation, and development of a motor assessment process within the Program for the Promotion of Sport, Education, and Soccer (PEEF), developed by the State University of Amazonas. Originating from a student initiative and later institutionalized as an extension project, the PEEF integrates teaching, research, and community intervention in socially vulnerable areas of Manaus. Motor development was assessed in 52 children aged 7 to 14 years using the Motor Development Scale (EDM), which enabled the identification of neuropsychomotor indicators and the interpretation of how social, environmental, and pedagogical factors influence motor performance in childhood. The results showed marked heterogeneity between motor age and chronological age, particularly in gross motor skills, balance, and spatial awareness. Participants demonstrated relatively stronger performance in fine motor skills and temporal organization, suggesting more consistent everyday stimuli in these areas. The experience also highlighted that the assessment environment — which varied across community spaces, the Fire Department, and the Military Police headquarters — significantly influenced children’s attention, performance, and engagement. This reinforces the ecological perspective that motor development emerges from the dynamic interaction among the individual, the task, and the environment. From an educational standpoint, student participation was fundamental. They learned to conduct structured assessments, interpret motor patterns, adapt protocols to structural limitations, and understand the complexity of motor inequalities in vulnerable territories. The experience bridged theory and practice, reaffirming the social role of Physical Education and consolidating PEEF as a space for promoting movement, citizenship, and social inclusion. It is concluded that motor assessment, within this context, goes beyond generating quantitative indicators; it becomes a pedagogical device of high formative value, revealing needs, potentialities, and inequalities that shape children’s development. This experience underscores the importance of university initiatives that integrate research and extension to foster human development in vulnerable contexts, offering insights for more equitable pedagogical interventions sensitive to Amazonian realities.