Práticas avaliativas formativas em geografia no ensino médio: propostas para a formação do pensamento geográfico

• Ano de defesa: 2024
• Autor(a) principal: Rabelo, Kamila Santos de Paula
• Orientador(a): Cavalcanti, Lana de Souza
• Banca de defesa: Cavalcanti, Lana de Souza, Alves, Amone Inácia, Pereira, Carolina Machado Rocha Bush, Souza, Vanilton Camilo de, Richter, Denis
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Geografia (IESA)
• Departamento: Instituto de Estudos Socioambientais - IESA (RMG)
• País: Brasil
• Palavras-chave em Português: Geografia; Avaliação formativa; Pensamento geográfico; Formação de conceitos
• Palavras-chave em Inglês: Geography; Formative assessment; Geographical thinking; Concept formation
• Área do conhecimento CNPq: CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/14221

The research addresses formative assessment as an essential tool for the development of geographical thinking in high school, within the context of the challenges faced by Geography education in Basic Education. The systematization of the theme is based on the observation that, although there have been theoretical and methodological advances in the field, assessment practices remain mostly traditional and regulatory, focusing on exams and standardized tests. The study argues that assessment for learning should be understood as an integral part of the teaching process, enabling continuous and formative analysis of the construction of geographical knowledge. The research is justified by the need to transform pedagogical practices, focusing on meaningful learning and student protagonism. The general objective was to understand how formative assessment can enhance the development of the ability to think geographically and to analyze spatial phenomena. The specific objectives included: identifying elements in official documents that demonstrate this formation; mapping existing theoretical approaches; analyzing teaching conceptions and practices; developing formative assessment proposals in collaboration with a basic education teacher; and systematizing these experiences. The methodology adopted was qualitative, with an interpretative and dialogical character, grounded in action research. The study was conducted in a public school in Anápolis, Goiás, with a teacher and third-year high school students. The procedures included bibliographic review, document analysis, classroom observations, interviews, and the implementation of collaborative didactic pathways using various assessment tools (mind maps, debates, journals, feedback, etc.). The results indicate that formative assessment, when intentionally integrated into the teaching process, significantly contributes to the development of geographical thinking, promoting autonomy, critical analysis, and the applied use of geographical concepts. However, difficulties were noted in breaking with traditional paradigms, due both to school culture and the scarcity of specific studies on assessment in Geography. Even so, the developed practices proved effective in promoting greater student development and conceptual deepening, especially when accompanied by continuous and personalized feedback. It is believed that formative assessment should be recognized as part of the pedagogical practice in school Geography, requiring teachers to have both theoretical-methodological mastery and sensitivity to deal with the practical challenges involved. The research highlights promising paths for future investigations into the construction of assessment instruments specific to the discipline, emphasizing the importance of an approach that articulates teaching, learning, and assessment in a critical and meaningful way