Geografia escolar e instrumentos avaliativos: análise em uma escola pública de São João do Sabugi-RN

• Autor(a) principal: Pereira, Elaine Cristina de Medeiros
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/37870
• topic: Geografia Escolar.; Anos Iniciais do Ensino Fundamenta; Avaliação da Aprendizagem; Instrumentos Avaliativos

The teaching of Geography is established through methods, theories and concepts specific to Geographical Science, constituting the basis of the knowledge studied in the school content proper to this curricular component. Therefore, the pedagogical work of this discipline needs to be well organized, based on plans that aim to select contents, propose methodologies and perform the assessment of learning through evaluation tools that significantly influence the student's interest in learning and provide mechanisms to help this subject to assuming positions before the most diverse social situations. In this perspective, this work seeks to understand the evaluation process in School Geography in the Early Years of Elementary School, in the period of 2017/2018 at the Senador José Bernardo State School, located in the city of São João do Sabugi-RN. In terms of methodology, documental and field research was carried out through visits to the school environment, recorded from photographs, interviews with teachers and management, as well as an informal conversation with institutional pedagogical support. In order to give theoretical support to this production, we searched for authors who deal with the subject, such as: Cavalcanti (1998), Filizola (2009), Kymura (2010), Libâneo (1994), Luckesi , Pontuschka (2009), Rabelo and Bueno (2015), Stefanello (2009), Turra (1986), Vesentini (2004), Villas Boas (2008), among others. Through the research data, it was verified that what is most important during the evaluation process of the student is that the teacher is able to identify the existing difficulties and, through this, to seek solutions to meet the needs, in order to allow the subject to learn and develop their cognitive aspects.