Avaliação e a Geografia no Ensino Fundamental II.

Abstract

This work aims to understand how evaluative conceptions have been by teachers in the discipline of Geography in elementary school II: concepts, purposes and assessment instruments. Through observation and questions directed to the professional in geography, we sought to understand how the day-to-day school practice has been. As a methodology, observations of everyday school life, questionnaires with objective questions directed to education professionals in geography and literary research were used. Learning assessment was the center of study of this research, literary consultations were held on the conceptions of different authors on learning assessment, such as: Freire, (1994), Archela and Gomes, (1999), Hoffman, (2000), Luckesi, (2002), Haydt, (2002), Perrenoud, (2002), Kaercher, (2003), Méndez, (2003) and others. In addition to consultations with official documents, the National Education Guidelines and Bases Law (LDB, 1996), the National Curricular Common Base (BNCC, 2017) and data collection at school, about the conception experienced about the evaluation. The information obtained in the researched school, together with literary research, provided a better understanding of the pedagogical practice adopted by education professionals. We sought to know the practices of those involved in this activity, in order to advance in the understanding of the concepts of assessment in the teaching-learning process.