A formação do professor para os anos iniciais do ensino fundamental e a Geografia

Abstract

The present work was carried out with ample questioning regarding the relation of teacher formation for the initial years of basic education and Geography. The methodological paths were analyzed in such a way that the very meaning of teaching Geography is verified by the procedural direction of the evaluation and how it can contribute to the condition in undertaking the criticism permanently. We present analyses of avaluative activities applied by a school of the municipal education network of Uberlândia/MG, in year of 2017, as na official evaluation, and we contrast it with the conceptions of formative evaluation. The research was based on a qualitative approach using the content analysis method, based on the historical-critical pedagogical perspective, because it understands that the theoretical approaches allow reflexive conditions to question the structuring of the teaching of Geography and its resulting in the evaluations of the schools municipalities of Uberlândia/MG. We conclude that, while there is the distance from the course of Graduation in Pedagogy with Geography on the one hand, of the other is the inefficiency of undergraduate courses in Geography to treat pedagogically the initial years. In fact, Geography needs to reflect on evaluative processes, especially in the analyses of evaluative activities with geographic contents. Thus, it is necessary to rethink the formation of teachers in Brazil.