Vivências em sala e avaliação em Geografia.

Abstract

Assessment is an important part of teaching and learning, and should not be seen as a qualifying aim referring to the student's level of quality (good or bad). In this way, the work aims to identify and analyze the evaluation processes and instruments through the experiences in the classroom in four schools in Campina Grande - PB. The experience in schools directed us to the methodological path of the work, the participatory research. As a bibliographic contribution we used some of the highlighted authors: Libâneo (1990) school evaluation; Hoffmann (1994) Mediating assessment; Conceição (2014) Teacher training in geography; Muterlle and Souza (2011) teaching geography and assessment, among others. The classroom experiences took place from the PIBID (Institutional Scholarship Program for Teaching Initiation), PRP (Pedagogical Residency Program), which were linked to supervised internships, providing us with the first contact with the schools. Both institutional programs are aimed at improving teacher training for undergraduates in higher education institutions. As a degree student in Geography, I had the opportunity to participate in both programs, since the first part of the course, I realize that the way of evaluating is not unique, and that the way teachers evaluate today is a reflection of their training. The problem is not in the evaluation, but in how it is being applied, if the objectives and the level of quality are being achieved. The final grade of an assessment does not guarantee that the student has built knowledge of certain content. Discussing evaluation is a pedagogical act, according to Libâneo (1990) and is a direct part of the teachinglearning process.