Banca de QUALIFICAÇÃO: ELAINE CRISTINA DE MEDEIROS PEREIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ELAINE CRISTINA DE MEDEIROS PEREIRA
DATE: 12/11/2021
TIME: 08:00
LOCAL: SALA DE REUNIÃO GOOGLE MEET UFRN
TITLE:

Learning Assessment in School Geography - CLASS DIARY.

KEY WORDS:

School Geography. Teaching. Learning Assessment. Pedagogical Practice. Teacher. GEOPROF. 

PAGES: 205
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

Geography has carried out studies that reflect social transformations and forms of space organization. The concepts, methods and theories, typical of this science, form 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. So that the knowledge generated by science receives treatment and is organized within a structure of didactic planning, giving organicity to classes, contents and assessment procedures, building the field of application of School Geography. The assessment of learning, one of the elements of this organicity, is connected to the way of teaching, articulated with the didactic planning, as one of the phases of the process of presenting content and building knowledge. Even though it is a significant stage in the teaching process, the scientific approaches and analyzes on assessment are not exhaustive, which aroused interest in the study. During the process of initial training and teaching, there were some concerns and questions which gave rise to the problem addressed in this study, at the time of entry into the Professional Master's Degree in Geography, namely: What are the doubts, curiosities and practices of evaluation, developed in the Teaching of Geography by teachers in the 4th and 5th year of Elementary School? Based on this, we defined the general objective for the study presented here: To produce textual material with guidelines on the development of learning assessment procedures in School Geography for the 4th and 5th grade of Elementary School. The methodological approach 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, which provided the opportunity to know the doubts and curiosities of the 4th and 5th year teachers of the Elementary Education in relation to learning assessment; b) document analysis, to gather information on aspects of learning assessment, from the exploration of national documents such as the BNCC (2017), DCNs (2013) and municipal guidelines, among which, the Amendment to Operational Guidelines for the functioning of municipal schools in São Bento/2020, the evaluative proposal for remote teaching and the Strategic Plan for 2021 classes; c) narrative review that enabled the selection of works that form the basis of theoretical reflection, which guided us in discussions on the Teaching of Geography, referenced by Cavalcante (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 built with this study, we highlight the identification of a set of curiosities and didactic and pedagogical difficulties of teachers regarding the use of learning assessment in this curricular component, which led to the production of an instructional textual material, with a response to these doubts, accompanied by the description of successful teaching strategies and a glossary, with the definition of terms and expressions common to the teaching practice, this production being supported by the firm observation that the evaluation of learning in geography aims to contribute to the construction of the student's geographic knowledge and, for the development of competences and abilities, always paying attention to 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 evaluation process for the student and his/her learning entitled: 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 provided opportunities for the organization of studies and reflections on the practice of teaching and learning assessment in the context of School Geography. 

BANKING MEMBERS:
Presidente - 350852 - TANIA CRISTINA MEIRA GARCIA
Interna - 1975619 - MARIANNA FERNANDES MOREIRA
Externa à Instituição - DENISE WILDNER THEVES - UFRGS