A avaliação da aprendizagem na geografia escolar: concepções e práticas no ensino remoto emergencial nas escolas da rede estadual na cidade do Recife – PE.

Abstract

It is understood that every change process involves decision-making, so the role of the geography teacher is to be a transformer of education, he/she must mold it with welcoming attitudes and respect for the student, attentive to the effort and cultivating their confidence, emphasizing observation of learning, as such measures constitute an act of reflection and commitment. This course conclusion work is based on the principle that evaluation is, above all, the guiding compass of the entire teaching-learning process and that, in addition to making it possible to verify to a large extent whether each of the objectives has been achieved, it allows for adaptation. them to the characteristics and interests of the student and adapt the educational proposals to the level of learning of the class, with a new thinking and making education based on their assessment practices. The research field took place in public schools in the city of Recife, chosen from the IFPE internship field schools and the Pedagogical Residency Program field school, totaling 10 internship field schools. For data collection, an online questionnaire was used, consisting of 8 open and closed questions about the concept of evaluation, its evaluation practices, the strategies used for evaluation and its conclusions about their experience in emergency remote education (ERE) in the public system of teaching developed on the Google Forms platform. Among the theoretical contributions, we bring to this case study the Process Approaches (MIZUKAMI, 1986), the Evaluation Generations (GUBA; LINCOLN, 1989) and (MORETO 2006), the teaching of Geography by (CASTELLAR, 2011), ( CAVALCANTI, 2006) and (LACOSTE, 1998).