Avaliação de aprendizagem em Geografia: manual de orientação para elaboração de critérios, instrumentos e estratégias para avaliação de aprendizagem

Abstract

Learning assessment has been the subject of several discussions in the educational context, as it takes on an important role, given its inseparable character, within the teaching-learning process. Given its political and pedagogical characteristics, we will reflect on the evaluation in the learning process in Geography, focusing on the question of the use of criteria. Taking this into account, this study defines the following research problem: from what parameters do high school teachers define the criteria for assessing learning in geography? Thus, we list the general objective: to develop an guideline manual for the elaboration of learning assesment criteria in Geography for use by high school teachers. For the investigative process, we adopted procedures within the scope of qualitative research, structured in three approaches: bibliographic research, with studies supported by scientific literature to understand the formative concept of evaluation, its functions and procedures based on Sacristán (1998), Perrenoud (1999), Luckesi (2011) and Hoffmann (2018), as well as what concerns Geography teaching referenced in Filizola (2009), Cavalcanti (2013) and Silva (2017). The documentary analysis based on the analysis of the curricular documents particularly with regard to the indication of contents, of skills and abilities proposed for Geography in High School, namely BNCC (2018) and the Coleção Escola Aprendente (School Learner Collection), CE (2008), lastly, the descriptive-exploratory research to carry out the data survey with the application of a questionnaire with the teachers of the schools in the research field. The research field, refers to the city of Aracati – CE, having as collaborators, educators who teach the Geography curriculum component in public high schools in the city. As a result, it was found that the teachers that participated in the interview perform the summative evaluation. In relation to the use of the criteria, there is a weakness regarding the definition and connection with the teaching objectives, a factor that makes the assessment of the learning process in Geography, reductionist, focusing only on the development of knowledge skills. Given this context, the realization of this investigation and its findings enabled reflections on the learning evaluation in the process of teaching Geography in High School, subsidizing the development of the final product, the Guidelines Manual.