As representações cartográficas como instrumento de coleta de dados na prática da avaliação da aprendizagem em Geografia

Abstract

This research aimed to analyze how the cartographic representations have been used as data collection tool in the evaluation process in Geography. With this goals in mind, I investigated if the way how teachers have been using cartographic representations is contributing or not to the development of spatial thinking on students. I go from the assumption that, assessment practices based on memorization and content reproduction in isolated times, without giving bond to the experience spaces are not appropriate to mobilize students to build a geographical knowledge. In this context, Cartography has been a valuable resource for strengthening didactic actions that favor the expansion of reading ability and spatial representation in students, from their perceptions and everyday experiences. Thus, the theoretical discussion was based on work developed by researchers in learning evaluation, geographic education and school cartography field. This is a qualitative research that uses the case study and action research as methodological procedures. The methodological action adopts the following instruments: questionnaires, observations in the classroom and semistructured interviews. The data collected show that the questioned teachers do not have a clear view of the evaluation act, and present a series of contradictions between the assumed conceptions and the practices actually applied in the classroom. Moreover, despite they consider the cartographic representations as an important tool to assess learning in geography, teachers demonstrate their difficulties and obstacles to use integrated cartographic language to the syllabus of this class. Through action research methodology, were developed didactic activities with students of the 6th year of elementary school in two of the Trindade neighborhood schools, São Gonçalo - Rio de Janeiro. The collected data also point to the importance of process evaluation and the conducting of pedagogical practices, articulated with the design of Geographic Education. From the use of cartographic representations, teachers create effective conditions to work on contents that improve the students' reflection on processes occurring in the lived space. Thus, the student can be considered as a builder agent of his/her knowledge. At the end of this study, I conclude that was possible to observe that, there are still some obstacles to the use of cartographic representations as a tool for the development of spatial thinking of students, however I realized the seeking of Geography teachers to improve the quality of the teaching and learning process and the possibility of changes and advances in their educational practices.