Geografia no ensino médio: práticas de avaliação em escolas estaduais de Juiz de Fora -MG

Abstract

This research intended to comprehend the knowledges produced by Geography teachers also the conceptions of learning evaluation presented by public High School Geography teachers of Juiz de Fora (MG). The interest in this research is justified, in a specific way, due to the fact of the Geography Educational field bring up a lack of studies about the relations between the school assessment practices and the teaching knowledge. We believe this research about teaching knowledge is essential besides can contribute for the teachers recognize more clearly the various teaching knowledge, improving, therefore, the way how they act in the school, hence, in the classroom. We choose a qualitative approach to gather data for the development of this research, once a direct approach of the researcher was required with the own environment, the school, and the studied subjects, the teachers. Through semi-structured interviews, the data from this survey were registered, which were labeled and analyzed by 12 categories: 1) Evaluation to reap results; 2) Evaluation as a continuous process; 3) Evaluation as self-assessment and reorientation of the pedagogical practice; 4) Evaluation as an institucional norm; 5) Evaluation for promotion of one year schooling to another; 6) Coercive evaluation; 7) Preparatory evaluation for college entrance; 8) Assessment test; 9) Evaluation as a way to acquaire resposibility (study habit); 10) Investigative and abilities skills; 11) Objective evaluation to facilitate correction; 12) Evaluation of participation/ behavior/ commitment of the student. We used as a theoretical concepts and analysis on the thematic evaluation of school learning developed by the following scholars: Regina Cazaux Haydt, Jussara Hoffmann, Maria Tereza Esteban, Cipriano C. Luckesi, José Carlos Libâneo e Philippe Perrenoud. Through dialog between these authors and the data presented by the teachers of the third year of public High Schools in Juiz de Fora, in interviews, we found the presence of its own educational culture that in many situations differs from the theoretical conceptions of scholars on evaluation of school learning. Althoguh some teachers show a formative conception, in other situation they practice a classificatory evaluation.