ASSESSMENT IN GEOGRAPHY: GEOGRAPHIC REASONING AS A TEACHING OBJECTIVE

o raciocínio geográfico como objetivo do ensino

Abstract

This article aims to to elaborate a discussion associated with assessment practices in Geography from the current perspective of Brasil’s and Paraná’s basic education. The importance of formative and mediated assessment practices is highlighted as opposed to traditional practices, given their benefits in the construction of geographic reasoning. Its production is justified by the need to reformulate the assessment practices in Geography, highlighting the lack of productions on the topic. The aim is to identify general characteristics that govern the assessment practices and provide the teacher with methodologies that bring the assessment closer to formative and mediated proposals, highlighting the importance of rethinking the assessment system in order to add to the teaching-learning process in the discipline. The methodology was developed according to a bibliographical analysis focused on Geography teaching, its assessment practices, curricular and historical influences and future perspectives in order to outline the current conjuncture and possibilities. Despite being in accordance with national and state regulations in the teaching of Geography, geographic reasoning is considered secondary in a teaching process focused more on training students for the job market. Based on Pierre Monbeig's perceptions focused on the teaching of Geography and definitions associated with formative and mediated teaching, the need to rethink the assessment process is identified, bringing it closer to the learning process. Finally, it is argued that formative assessment practices represent useful ways to teach Geography, despite facing challenges due to educational policies. A mediated dynamic assessment approach is proposed for a more effective learning.