EVALUATION BEYOND EXCLUSION: THE CHALLENGES OF CONTINUOUS EVALUATION AND FOR GEOGRAPHY LEARNING

Abstract

The evaluation is a relevant topic, and in educational practice it is complex and considered thorny. Geographical knowledge is relevant to understanding socio-spatial phenomena, and formative evaluation can contribute to meaningful learning. However, schools still experience evaluation that is disconnected from the teaching process, focused on an end, which diverges from its role. In this context, the question is: how does the evaluation developed in schools provide improvements in the teaching and learning of Geography? It is important to think of a teaching practice in which the student feels like a subject of the knowledge construction process and in which evaluation is an element of interaction between the subjects of the teaching-learning process. In this sense, this article had the general objective of: analyzing whether the way evaluation is being developed in schools provides improvements in the teaching and learning of Geography; and the specific objectives: recognizing the difference between an exam and an evaluation in a way that provides reflections on what is being developed in schools; perceiving evaluation as an ongoing practice that contributes to improvements in teaching and learning; and reflecting on the challenges of an ongoing and inclusive evaluation in the teaching-learning of Geography. Exams are still predominant in schools and that formative evaluation is integrative and inclusive and can be fundamental to the progress of students. In teaching Geography, formative evaluation is already part of the teaching process, but teaching based on evaluation requires epistemic and methodological knowledge on the part of the teacher, in addition to needing to consider different variables that intervene in the teaching-learning process. It can be said that in teaching Geography, continuous evaluation, with formative intention, is already part of the teaching process, even if timidly. However, working with this concept of evaluation requires working conditions, dedication and time on the part of the teacher, support from the school and the community, and needs to consider all the variables that are involved. In addition, it requires epistemic and methodological knowledge, without disregarding experience. For the educational system, evaluation has the character of an examination; changing this concept requires time and proof that formative evaluation is what contributes to comprehensive citizenship education.