Ensino de geografia e avaliação formativa da aprendizagem: experiências e princípios na rede pública de Goiânia-GO

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2010-03-17

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Universidade Federal de Goiás

Resumo

This research has the objective to analyze the evaluate practices in the process of teaching-learning, as the moment of construction of knowledge, with reference the place of the student, by the teachers of the Municipality and State School of Goiânia - GO. The evaluated of learning is seen as an integral part of the teaching process, thus it must be examined within this framework. The act of the evaluate should not be seen as a painful moment for teachers and students, but as an open space that the subjects are the process could be knowing as has been learning and if indeed the geographical content were learned. Efforts should be focused so that there is learning, considering that the geography taught in the classroom is very important to the daily lives of students. In this sense, the theorists who study the teaching of geography have been defend the idea that education should be used as a reference the local of the experience of students, such information is assumed in this work and for this occur, it is believed that the way to evaluate more efficient is the formative evaluate. Based on these assumptions, we used a qualitative methodological action research, with some steps: a literature review in order to find bibliographic materials that treat the question, the survey of empirical data (analysis of official documents, that rule the education in the fundamental level of the public network of Goiânia, and the Political and Pedagogical projects of schools in Goiânia), and interviews with teachers of the state and municipality network of Goiânia, to check the objective that they have in relation to evaluate learning, the collection of evaluated instruments with teachers interviewed, the observation of lessons from two teachers from public schools in Goiânia and try to think along these teachers in possibility to evaluate in a formative perspective that has reference to the place of the student. The experiment realized shows that there were many barriers to the practice of formative evaluate. However, when efforts are invested in way conscious and positive and not on enforced, it is perceived that their effectiveness is compensating making value the efforts.

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Citação

RABELO, Kamila Santos de Paula. Ensino de geografia e avaliação formativa da aprendizagem: experiências e princípios na rede pública de Goiânia-GO. 2010. 150 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2010.