EVALUATION OF LEARNING GEOGRAPHY TIME INTEGRAL SCHOOLS OF CAMPO MAIOR/PI: REGULATORY, CONCEPTS AND PRACTICES

Abstract

The discussions related to Geography Teaching have intensified over the years with reflections trigger on cases involving the structure of the teaching-learning-assessment in Geography. Thus, this research aims to understand the evaluation in Geography teaching perspective, based on parameters of the Ministry of Education of Piaui, from the practices of teachers time integral schools of Campo Maior/PI. Given these assumptions, it was used as a qualitative method for exploratory approach character analysis by conducting a review of literature on the subject, such as Libâneo (1994); Luckesi (2003, 2011); Hoffmann (2008); Rabelo (2010); Silva (2014), among others. In addition, surveys were carried out and systematization of information through desk research, semi-structured interviews with teachers, categorization and analysis of the collected data. The survey results indicate that teachers interviewed understand the evaluation as an educational tool that should be developed in a procedural perspective and that they have undertaken to streamline evaluation tools in their practices. As for Systematic Evaluative SEDUC/PI, the survey identified that there is weakness to assist the evaluation process in the singularities of each curricular component and, in particular, of geography. We conclude that teachers understand the assessment in a progressive perspective, but their practices are still permeated by traditional aspects, reinforced by Systematic Evaluative SEDUC/PI, which values, in its proposal, the measurement results.