DUARTE, G. F.; http://lattes.cnpq.br/5304231791356009; DUARTE, Gleydilene Ferreira.
Resumo:
This monograph aims to analyze the teaching conception of the evaluation of learning in geography, using as sample and analysis element, the teachers of Geography of Secondary School, the Municipal Education Network of the city of Ipaumirim-CE. This theme addressed in this research emphasizes assessment of school learning, a fundamental practice of teaching-learning process and provides information not only on student achievement, but also on teaching practice, so that it can refocus and continuously improve their work. Whereas what little is known about school evaluation on its use, and especially what it means in historical terms, this study provides a historical approach to assessment in its broadest sense and discusses the evaluation as part of the process of teaching and learning, discussing the challenges and perspectives for teaching geography. Thus, this research has the general objective to analyze the teaching conception about the process of assessing learning in geography in elementary school II as well, seek theoretically reflect the assessment in a historical and conceptual perspective; discuss the issues that guide the evaluation procedure while the teaching and learning process in geography; and analyze how is the assessment of school learning in Geography held by elementary school teachers II.To achieve the proposed objectives in this study, the methodology adopted was based on the literature through books, articles and theses. Was used as a theoretical framework (Luckesi 2002/2011), Perrenoud (1999), Hoffman (2009-2013), Cavalcanti (2010-2015), among others. Was later carried out the data collection, made through interviews and questionnaires with teachers of geography of elementary school II, obtaining the narratives of six (6) teachers. Thus, this research helps to foster understanding of assessment of learning in basic education II, and the importance of this study in the teaching of geography.
