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