masterThesis
Avaliação de aprendizagem em Geografia escolar - Diário de classe
Fecha
2022-01-21Registro en:
PEREIRA, Elaine Cristina de Medeiros. Avaliação de aprendizagem em Geografia escolar - Diário de classe. 2022. 196f. Dissertação (Mestrado Profissional em Geografia) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2022.
Autor
Pereira, Elaine Cristina de Medeiros
Resumen
Geography has carried out studies that reflect social transformations and ways of
space organization. The concepts, methods, and theories, typical of this science,
constitute the basis of the knowledge that integrates the Teaching of Geography and
the knowledge discussed in the school contents, which are specific to the discipline.
The knowledge generated by this science receives treatment and is organized within
a didactic planning structure, giving organicity to classes, contents, and assessment
procedures, building the field of School Geography’s application. The learning
assessment, one of the elements of this organicity, is connected to the way of teaching,
articulated to didactic planning, as one of the steps of the content presentation process
and knowledge building. Even though it is a significant step in the teaching process,
the approaches and scientific analyses upon the assessment are not exhaustive yet,
which aroused interest in the study. Throughout the process of initial training and
exercise of the magisterium, there were some concerns and questions, which gave
rise to the problem addressed in this study, when entering the Professional Master’s
Degree in Geography, for instance: what are the doubts, curiosities, and practices of
assessment developed in the Teaching of Geography by teachers in the third and
fourth grade of Elementary School? Based on this, we defined as the general objective
for this study: to produce textual material with guidelines on the development of
learning assessment procedures in School Geography for the third and fourth grade of
Elementary School. The methodology is based on a qualitative approach of an applied
nature, with an exploratory objective, organized through the following analyses: a)
exploratory study, supported by the application of a survey that provided the
opportunity to know the doubts and curiosities of teachers in the third and fourth grade
of Elementary School in relation to learning assessment; b) documental analysis, to
gather information about the aspects of learning assessment, from the exploration of
national documents such as the Common National Curriculum Base (2017), National
Curriculum Guidelines (2013), and the municipal guidelines, among which are the
Amendment to the Operational Guidelines for the functioning of municipal schools in
São Bento/2010, the evaluative proposal for remote education and the Strategic Plan
for 2021’s classes; c) narrative review, which enabled the selection of works that form
the basis of the theoretical reflection that guided us in discussions on the Teaching of
Geography, referenced by Cavalcanti (2013), Gomes (2010), Vesentini (2004)
Straforini (2004), Callai (2011), Thiesen (2011), Sacristán and Gómez (1998), Hadji
(1994), Villas Boas (2008), Haydt (2008); d) and finally, the systematic review,
essential to collect information about the learning assessment. Among the findings
from this study, we can highlight the identification of a set of curiosities and
didactic/pedagogical difficulties of teachers regarding the use of learning assessment
in this curricular component, which led to the production of instructional textual material
to answer those questions, accompanied by a description of successful teaching
strategies and a glossary with the definition of terms and expressions common in the
teaching practice. This production is supported by the firm observation that the learning
assessment in Geography aims to contribute to the construction of the student’s
geographic knowledge and for the development of skills and abilities, always bearing
in mind the characteristics of learning and the teaching objectives. As a result of these
findings, we propose a textual material that could contribute to the teacher's pedagogical practice and, consequently, to the organization of a favorable assessment
process for the student and his/her learning, named: Learning Assessment in School
Geography – Class Diary. This material is the result of studies developed in the context
of the Professional Master's Degree in Geography – GEOPROF/UFRN, a program that
has provided opportunities for the organization of studies and reflections upon the
practice of teaching and learning assessment in the context of School Geography.