Do diagnóstico à intervenção: um estudo sobre a avaliação da aprendizagem em Geografia na escola de Ensino Médio Liceu de Messejana (Fortaleza-CE)

Abstract

This article focuses on the analysis of current learning assessment methodologies in Geography, with an emphasis on proposing interventions based on the results obtained through the application of activities that allowed for the collection, processing, systematization, analysis and interpretation of assessment data. The general objective of this research was to analyze the process of assessing learning in Geography at a public high school located in Fortaleza-CE. Students were assessed based on content related to the analysis of geographical space, the dynamics of society and associated economic issues, considering the need to fulfill this content during the research period. The data was collected at the institution that was the locus of the research, taking into account the context of the school, the place where the students live and the challenges faced due to the scarcity of resources for the successful development of activities related to learning assessment. Based on this, the methodology adopted was action research, focused on interaction with the object of study in order to understand, analyze and propose solutions. The analysis of the data from the activities carried out provided an understanding of the assessment methodologies in use in that context, identifying learning gaps in specific geographical subjects and generating reflections on the need for appropriate interventions, both in terms of developing student learning and aspects of professional training on the subject of school learning assessment.