Recursos digitais no ensino de geografia - manual de orientações para avaliação da aprendizagem

Abstract

Digital resources have been the subject of discussions and reflections in the school context, especially because, by assuming a prominent position in students' daily lives, they can contribute to approximation the knowledge necessary for the teaching and learning process. Considering this dimension and given the inherent nature of learning assessment in this process, we reflect on the use of digital resources to assess learning in School Geography. Considering this chaining, we defined as the object of study: digital resources for evaluating learning in Geography teaching - (Elementary Education - Early Years). The central question of the study is to investigate how can digital resources contribute to the assessment of learning in Geography? And the objective: to develop a guidance manual on the use of digital resources to assess learning in Geography teaching, for use by Elementary School teachers – Early Years. Based on the qualitative approach, we adopted the following procedures: 1) Bibliographical research, applying the techniques of the state of the issue, narrative review and systematic literature review, on the assessment of learning, supported by Luckesi (2005) and Coll, Martín and Onrubia (2004), on digital resources and technologies referenced in Alvarenga (2018), Padilha (2016), Chiofi and Oliveira (2014), in addition to other authors found based on the techniques adopted. Regarding the teaching of Geography and landscape, a category highlighted in one of the chapters of this work, the discussions were based on Nascimento and Steinke (2018), Araújo and Martins Neto (2021), Lopez and Alvez (2019), among others. 2) Documentary research was based on the analysis of documents that guide basic education in Brazil in order to identify the treatment given to digital resources and the assessment of learning in Geography teaching, as well as skills and abilities related to Geography content School for Elementary Education – Early Years. As a result, we found that digital resources contribute to the assessment of learning in Geography teaching and the use of digital tools, such as Canva, used here as an experimentation tool, enables didactic and pedagogical use that contributes to the mastery of concepts, principles and geographic knowledge. The research data also indicates, as a weakness, little scientific production on this topic, which could contribute to practices in the teaching of Geography. Given these findings, the guidance manual may contribute to decision-making regarding the use of digital resources in the assessment of learning in Geography teaching, enabling reflections on issues of planning and teaching practice.