THE DIDACTICS AND THE TEACHING/LEARNING PROCESS: PLANNING,

STRATEGIES, METHODOLOGIES AND LEARNING ASSESSMENT.

THE PLANNING

The act of planning is part of human history, as the desire to transform dreams
objective reality is a significant concern for everyone. In our day-to-day,
we are always facing situations that require planning, but not always
our daily activities are outlined in concrete steps of action, since we already
belong to the context of our routine. However, for the execution of activities that do not
are embedded in our daily lives, rational processes are used to achieve what is
wants.

The primitive man, in his way and ability to think, imagined how he could act to
overcoming the obstacles that stood in his daily life. He thought about the strategies of
how to hunt, fish, gather fruits and how to attack your enemies.

The history of man is a reflection of his thinking about the present, the past, and the future.
A man, in the use of his reason, always thinks and imagines his 'what to do'; the act of thinking does not...
stop being a true act of planning.

Some people plan in a sophisticated and highly scientific manner, obeying the
more rigid technical principles and following the systemic schemes that guide the
process of planning, executing, and evaluating. Others, who don't even know of its existence.
the theories about planning, they do without many schemes and technical dominations;
however, they are plans that can be expedited simply, but with good and
great results. One can deduce, then, that it is impossible to get rid of the act of planning
even if it cannot be executed.

Theoretical and practical foundations of planning A process that "aims to provide answers to
a problem, establishing ends and means that point towards its overcoming in order to
achieving set goals, thinking and necessarily anticipating the future,
considering the conditions of the present, the experiences of the past, the aspects
contextual and the philosophical, cultural, economic, and political assumptions of those who plan and
with whom it is planned.” (Padilha, 2001, p.63).

A process of forecasting needs and rationalizing the use of resources

materials and human resources available, in order to achieve concrete objectives, in
determined deadlines and defined stages, based on scientific knowledge and evaluation of
original situation.” (Martinez and Oliveira Lahone, 1977, p.11).

What is teaching planning?

It means establishing a set of actions aimed at systematizing the teaching work.

Why?
Since the beginning of the century, with the demands of industrial society, the movement of the school
new raised awareness among teachers about the importance of planning;
There has been a need from the simplest to the most complex sectors of the activity
human to plan, in light of the demands of scientific and technological development of
modern world.

For what?

To escape the routine, the mechanical repetition of courses and classes;

To avoid improvisation that can provoke loose, disintegrated actions.

To ensure:

the efficiency, effectiveness, and efficacy of the teaching-learning process;

the continuation of the teacher's work;

the fulfillment of the established programming;

the rational distribution of available time;

Who does it?

The teacher or the teachers of the same subject and the students.

How to do?

According to diagnostic data;

In a participatory manner among the stakeholders: teachers and students. If the students do not
may participate in the first moment, to be consulted, or presented to the
the same plan, so that they indicate suggestions, making the instrument real.
the careful selection of objectives, contents, as well as methodology, resources and
evaluation procedures;
the students' knowledge of the goals of the teacher's work.

Adaptation to reality

The diagnosis will provide conditions for this quality: constant evaluation from the first
moment to restructure whenever necessary.

Executability
The plan must be real, concrete, achievable, to the point of being possible to execute it in full.
within the stipulated conditions. A bureaucratic task is not conceived just for
to present to superiors or to be included in other requirements.

Flexibility

The planning is conceived with its own dynamism, of a dialectical nature. That said, the
constant and permanent evaluation must permeate the entire process for actions to be carried out
desired structures. Something static, unchangeable cannot be conceived.

Preparation

Forecast of all the steps that contribute to ensuring the systematization of the work
teacher, aiming to achieve the objective of teaching, which is learning.

Development

Execution of the plan where the teacher and the student are the target of this action, always aiming for the
the act of teaching and the act of learning.

Improvement

The evaluation must be present from the very beginning, gaining more substance at the end of the
process, in the sense of systematic analysis of results, providing restructuring
of the planning, in case the objectives have not been achieved.

Does preparing well for teaching mean just creating a good lesson plan?

Along with an efficient plan, there will be other components involved that go from the preparation of
professor regarding the mastery of the content to your stance as an educator, to your
commitment as a citizen, to your methodology, to the relationships that occur in the classroom
with your students. Soon, the issue of planning cannot be understood in a way
disconnected from reality, from the technical competence and the political commitment of the educator
and also of the relationships between school, education, and society.

Course plan

The course plan is the teacher's forecast in general of the work to be done in the year.
elective.

Characteristics of Planning

Phases of the Planning Process

Types of Planning

Unit plan

The unit plan is part of the course plan. It is up to the teacher to divide
rationally, the syllabus content in units, taking into account the subject and the method
of teaching to be used. The achievement of the objectives of each unit should enable the
achieving the objectives set out in the course plan.

Lesson plan

The lesson plan is the forecast of activities that teachers and students should carry out during the
daily school period. Although the unit plan makes it very clear what content will be
developed, the activities, the teaching material, the lesson plan is essential.
The teacher needs to reflect on the meaning of each lesson, its objectives.
immediate, review its content, check the material to be used.
The classes consist of a significant set divided into proportional parts, with
beginning, middle and end; they can contain the content of a subunit, part of it or of
a unit, depending on its extent and the class period. The lesson plans
must always be flexible.

Discipline plan and the steps for its construction:

Knowledge of reality (Survey)

It is to try to deeply understand a concrete and real situation regarding which situation one should act.
This procedure provides the means to carry out a diagnosis of all the factors that
interfere, positively or negatively, on the behavior of its students and enables
also the teacher and student get to know each other.

Drafting of objectives

Objectives indicate the lines, paths, and means for all action. From the
knowledge of the school reality and the reality of the clientele, the first step to be taken
In the planning process, it is necessary to define the general and specific objectives of the subjects.

Characteristics of objectives:

clarity - it is fundamental and necessary for the objective to become something concrete, intelligible and
possible to be worked on and evaluated. It should have clarity in its expression, communication,
elaboration and construction;
simplicity - it is a requirement of the very concrete reality of students, teachers and
the schools not failing to convey the profound ideas and the most important values;

validity - when the objectives are valid and useful in an explicit and clear way, demonstrating
consistency and depth in its context and content;

operationality - it is something that one wants to achieve through possible, concrete action and
viable;
observable - when at the end of the action one can perceive the results that can be verified
in the long, medium, or short term.

The levels of objectives can be:

general - broad and comprehensive (observable in the long term);

specific - they are concrete and limited (observable in the medium and short term);

operational - makes the specific more complete and detailed, to be better worked on
and evaluated.

Selection and organization of contents

They must be meaningful and realistic to be worked on in the classroom.

Currently, in teaching practice, the process of planning instruction has been the object
of constant questioning regarding its validity as an effective tool for improvement
qualitative of the teacher's work.

The reasons for the inquiries are diverse, manifesting at different levels in practice.
educator.

Criteria for selection and organization:

must align with the student's personal, social, and cultural reality and express the true
existential values;

The content must reflect the broad aspects of culture, both in the past and in the
present and future possibilities, addressing the social and individual needs of the student;

must reflect the interests of the students and solve their problems;

It is necessary to select content that is valid for the entire life of the individual;
lead to directly addressing the problem of the subsequent use of knowledge in new
situations;

enables the student to create and apply personal elaborations based on what
learned;

the content must be established flexibly allowing for changes if necessary

necessary.

meaning:

adequacy to social and cultural needs:

interest:

possibility of reworking:

validity

utility:

flexibility

Teaching Planning and interdisiplinarity: an integrative process between education,

school and teaching practice

Operationalization of content

Selection of resources

The resources are intended to spark interest, provoke discussion and debates that assist the
teacher and the student in the interaction of the teaching-learning process.

Selection and evaluation procedure

The instruments and means for evaluation must be appropriate to the objectives and which
meet the intellectual, emotional, and psychomotor skills of the students, it is
It is fundamental for students to be able to verify and clearly understand the reasons for the
evaluations, how they will be evaluated and what criteria will be used in the evaluation of your
learning.
With the school routine, it is initially noticeable that the proposed educational objectives in
course curricula appear confusing and disconnected from social reality. The
The worked contents are defined authoritatively, without the participation of the teachers.
at school. In this way, they can present themselves without significant links to the experiences
of students' lives, their interests and needs.
It is also observed that the resources available for improving educational work are
used improperly, simply used for illustration in classes, that is,
the professor uses a knowledge transmission methodology, with no room for
discussion or debates of the contents. In this way, the student becomes more passive than
active, blocking your creativity and freedom to question.
Thus, the planning of teaching has presented itself as disconnected from the
social reality, characterizing itself as a mechanical and bureaucratic action of the teacher,
contributing little to raise the quality of the pedagogical action developed in the environment
school
Considering that the planning process is viewed from a critical perspective of
education for transformation goes beyond the simple task of elaborating a
document containing all technically recommended components.

Planning: essential pedagogical action

The directed planning for a critical and transformative pedagogical action will enable the
greater security for educators to handle the educational relationship that occurs in the classroom and
in school in general. Thus, the 'appropriate planning' and its result 'the good plan
de ensino”, se traduzirá pela ação pedagógica direcionada de forma a se integrar
dialectically to the concrete of the learner, aiming to transform him.
According to SAVIANI (1984, p.9), the school exists 'to provide the acquisition of the instruments
that enable access to developed knowledge (science), as well as access to
"rudiments of this knowledge." The contents that form this developed knowledge cannot be
viewed in a static and finished way, since they are dynamic, articulated contents
dialectically with historical reality. Thus, in addition to transmitting culture
accumulated, helps in the creation of new knowledge.
The conception of producing knowledge means constantly reflecting on the
learned content, seeking to analyze it from various angles, to develop the
scientific curiosity of investigating reality.
The planning of teaching cannot be seen in a mechanical way, separate from the relationships.
between school and historical reality. Therefore, the contents addressed need to be
related to the life experience of the students. This relationship becomes a condition
necessary for the transmission of knowledge and its reworking to occur, aiming at
production of new knowledge. This reworking consists of applying the
Knowledge learned about reality with the aim of transforming it.
It is observed that the task of planning becomes an essential pedagogical action.
to the teaching process, surpassing its mechanical and bureaucratic conception in
development of teaching work.
A new alternative for a holistic teaching plan would be the resulting action.
of a process that integrates school and social context, consisting of a critical form and
transformative. Therefore, the educational activities would be planned based on
objective of the sociocultural, economic and political issues of the context where the school is located
inserted. From this perspective, planning would aim at the transformation of society,
seeking to make classes fairer and more equal.
This proposal is based on the principles of participatory planning, characterized by
union of all segments of human activity with globalizing attitudes seeking
solve common problems.
It is observed that this way of acting fosters a relationship among people who discuss,
they decide, execute, and evaluate activities proposed collectively. Therefore, from this
coexistence, the educational process begins to more easily fulfill its role
transformer, provoking discussion, reflection, questioning, raising awareness of the
people from collective problems, awakening them to fight to improve their condition of
life.

Teaching planning: an integrative process between school and social context.

According to the etymology of the word, participation originates from the Latin 'participatio' (pars
+ in + action) which means to take part in the action.
The result of this first phase of planning would be an honest diagnosis of
concrete reality of the student, developed in a conscious and committed manner with
your interests and needs. Therefore, the choice of objectives to be achieved,
systematization of the curriculum content and the situation of teaching procedures
will be used, consist of necessary actions for the second stage of planning.
It is worth noting that a transformative teaching process cannot be guided by
objectives that aim solely at the simple acquisition of knowledge. Thus, in the definition of
objectives, it will be necessary to specify the different levels of learning to be
affected.
Assuming that the reformulation and production of knowledge aim to
learning at different levels, the standard used in the school's procedures of
teaching will be creativity. The educator's job at this moment will be to articulate a
teaching methodology characterized by a variety of activities that stimulate the
the creativity of the students, with the participation of the students being of great importance.
In this way, the evaluation in this planning perspective, which values creativity of
students, it will have the character of monitoring this process, in a joint judgment of
educators and learners. The concern should be with the quality of the re-elaboration and
knowledge production undertaken by each student and not in the quantity of
assimilated contents.
However, as the education intended through action, the planning must be
integrator in all its extent. From there, it will provide an education focused on
the critical, questioning, and active formation.
In light of the above, it is conceived that the vision of teaching planning demonstrated here,
it is justified by the fact that, like education, the act of planning cannot be viewed
as a neutral activity. On the other hand, the educator's option for a critical teaching and
the transformer will only materialize through a systematic planning of its work
participatory and problematizing form, which allows opportunities for Paulo Freire
(1987) says: if educators and learners exercised the power to produce new
knowledge based on the content imposed by school curricula, would be
truly realizing your power to contribute to the transformation of society.
Therefore, the organization of the contents will be closely related to the objective.
greater than school education, which is to provide the acquisition of systematic knowledge (science),
seen as a fundamental instrument of man's liberation (SAVIANI, 1984).

Teaching planning and interdisciplinarity

The planning developed and executed from an interdisciplinary perspective provides the
integration between disciplines "returning their identity strengthening them" and
highlighting a change in posture in pedagogical practice, in a process that can go from the
simple communication of ideas to the reciprocal union of purposes, objectives, concepts,
contents, terminology, procedures, data, and ways to organize and systematize them
in the process of knowledge construction. Such an attitude is based on the recognition of the
provisionality of knowledge, in the constant questioning of one's own positions
assumed and the procedures adopted, in respect for individuality and in openness to
investigation in search of the totality of knowledge. It refers to the creation of movements
that promote the establishment of relationships between them, having as a point of
convergence is the action that develops in a cooperative and reflective work. Thus, students
the teachers, subjects of their own action, engage in a process of investigation,
rediscovery and collective construction of knowledge. By sharing ideas, actions and
reflections, each participant is, at the same time, both 'actor' and 'author' of the process.

Interdisciplinarity will favor that actions translate into educational intent of

expand the student's ability to express themselves through multiple languages and new ones
technologies; positioning oneself in relation to information; interacting in a critical and active way with the environment
physical and social.

We conceive interdisciplinarity as an open field for a practice

fragmented by specialties, new competencies and skills can be established
through a posture based on a holistic view of knowledge and a door
open to transdisciplinary processes. There is then the challenge of ensuring the
global approach to reality, through a holistic, transdisciplinary perspective, where
the appreciation is centered not on what is transmitted but on what is constructed. Thus, the
interdisciplinary practice is involved in the process of learning to learn.

Interdisciplinarity is the gathering of contributions from all areas of knowledge. It is

a term that does not have a unique meaning, has different interpretations, but in all
it implies a new posture towards knowledge, a change of attitudes in
search for the unity of thought. In this way, interdisciplinarity differs from the conception
of pluridisciplinarity or multidisciplinarity, which only juxtaposes contents. The
Based on these references, it is important that the contents of the subjects are seen as
cultural instruments necessary for students to advance in global education and not
as an end in itself.

STRATEGIES

Didactic strategies can be defined as the art of applying or exploring means and
favorable and available conditions, aiming to achieve specific objectives.

Teaching work is not just about content, but a process that involves a
a group of people in the construction of knowledge. Thus, the choice of strategies must
taking into account the student's knowledge, their way of being, acting, and being, in addition to
your personal dynamics.
All content has its own inherent logic and form that needs to be
captured and appropriated for your effective understanding. For this form of assimilation, which
obey the internal logic of the content, using mental processes or the operations of
thought.

The strategies aim to achieve objectives, therefore, one must be clear about where one intends to go.
to reach that moment with the teaching-learning process. That is why the objectives
what guides them must be clear to the subjects involved, teachers and students - and be
present in the didactic contract, registered in the corresponding Learning Program
to the module, phase, course, etc...

The teacher needs to be a true strategist, especially in light of so much that

captures students' attention in class, like smartphones - which justifies the adoption of
term strategy, in the sense of studying, selecting, organizing and proposing the best
facilitating tools for students to take ownership of knowledge.

But dealing with different strategies is not easy!

Among us, teachers, there is a work routine (for n reasons) with a predominance
in presenting content in lectures or presentations, a functional strategy for
the passing of information.

This routine reinforces an action of transmitting ready-made, finished content

determined. Generally, this is how we experienced the entire school process as students.

In addition, the current curricular configuration and the disciplinary organization (in grid),
predominantly conceptual, they have the lecture as the main form of work. And the
students expect from the teacher the continuous exposure of the subjects that will be
learned.

Stepping out of the usual involves leaving the comfort zone and facing various challenges to act.
different way. Among them: dealing with doubts, student insertions, criticisms, results
uncertainties, incomplete answers and unexpected questions (sometimes complex, sometimes
incomprehensible to the teacher.

New strategies also require a modification in the class dynamics, which includes the
spatial organization, with the rupture of the old established discipline.

And there remains uncertainty regarding the results: in the strategy of the lecture, it is guaranteed
the time/content relationship more effectively, yet to "handle" the content
Scheduled is not a guarantee of teaching or learning.

To watch null classes as if watching a TV program and to teach null classes as if doing it.
a lecture is no longer sufficient.

Below, we present 10 strategies highlighting the identification of the strategy, its

conception, the predominant thought operations, the description of the dynamics of
activity, and a suggestion for monitoring and evaluation.

Teaching Strategy 1 - Dialogued Expository Class

What is it?

It is the exposure of content with the active participation of students, whose knowledge
previous should be considered and can be taken as a starting point.

The teacher encourages students to question, interpret, and discuss the object of study.
starting from recognition and confrontation with reality. It should encourage critical analysis,
resulting in the production of new knowledge. It proposes overcoming passivity and
intellectual immobility of students.
What mobilizes?

Didactic strategies like this mobilize students to collect and organize data,
interpretation, critical reasoning, comparison, and synthesis ability.
How it works

The teacher contextualizes the topic in order to mobilize the student's mental structures to
to operate with the information it brings (prior knowledge), articulating it with what will be
presented.

The exhibition, which should be well prepared, requires the participation of the students as well.
to request examples and seek to establish connections between the lived experience of
participants, the object studied and the whole of the discipline.

It is important to listen to the student, seeking to identify their reality and their knowledge.
previous ones, which can mediate the critical understanding of the subject and problematize it
participation.

The strength of this strategy is dialogue, with space for questions, criticisms, and solutions.
of doubts. It is essential that the group discusses and reflects on what is being addressed, the
It is important that an integrative synthesis be elaborated by everyone.
How to evaluate the results?

The evaluation of strategies like this can be done by observing the participation of
students contributing to the exhibition, asking, answering, following the
understanding and analysis of the concepts presented and constructed.

Different methods can be used to achieve the intended synthesis in the lesson: in written form,
oral, for the delivery of questions, schemes, portfolio, varied syntheses, supplementation
of data in the conceptual map and other complementary activities to be carried out in
continuity by the students.

It is important to emphasize that strategies like this, where the student is asked to speak, require
patience and a lot of planning. Just as we are used to giving lectures,
the students are not used to having to participate. To adapt to a new way of
A more participative classroom can take several classes.

Didactic strategy 2: Phillips 66

What is it?
This strategy is a group activity in which analyses and discussions are conducted about
themes/issues of the students' context. It may also be useful for obtaining
quick information on interests, issues, suggestions, and questions.
What mobilizes?

Strategies like this mobilize in students the skills of interpretation, analysis,

hypothesis raising, data organization and explanation.
How it works

The students are divided into groups of 6 members, who can discuss a topic for 6 minutes.
subject/theme/problem in the search for the proposal of a temporary solution. It can be done.
a synthesis with the solution agreed upon by the group and explained to the others during more than 6
minutes.

The teacher provides the students with support for the discussion with a supporting text on the issue.
discussed and establishes how the results will be explained.
How to evaluate the results?

The evaluation of this strategy can always be made in relation to the intended objectives.
highlighting: the involvement of group members; participation according to roles
established; the relevance of the issues/synthesis elaborated in relation to what was proposed;
and the self-assessment process of the participants.

It is important to note that every group activity needs a closing by the teacher. The group
needs feedback on what was discussed, including any corrections if necessary
necessary.

Just like development, advances, challenges, and difficulties faced vary.

according to the maturity and autonomy of the students and should be viewed as a process.
Group work is another thing that perhaps your students are not used to and need.
to be guided to deliver results.

Teaching strategy 3: Brainstorming

What is it?

This strategy is a possibility to stimulate new ideas spontaneously and

natural, letting the imagination run. Everything that is raised is considered,
requesting, if necessary, a later explanation from the student for later
guidance on the subject to be discussed.
What mobilizes?

Strategies like this mobilize the student's imagination and creativity, the search for
assumptions and classification skills.
How it works

When asked about an issue, students express words or phrases.

shorten the ideas suggested by the proposed question.
It is recommended to record and organize the relationship of spontaneous ideas so that next time
At this moment, the selection of ideas to be discussed will be made according to criteria to be established.
combined (established by the teacher, what is intended to be worked on?*)
How to evaluate the results?

This strategy can be assessed by observing the skills of the students in

presentation of ideas regarding: creative capacity, conciseness, and relevance, as well as
your performance in discovering appropriate solutions to the proposed problem.

It is worth noting that, due to time constraints, it is necessary to prioritize the ideas that
they address what helps in the discussion that is intended to be held. That's why it's important to establish
criteria and, despite this, listen to everyone.

Didactic strategy 4: Concept map

What is it?

It is the construction of a diagram that indicates the relationship of concepts from one perspective.
bidimensional, seeking to show the hierarchical relationships between the relevant concepts related to
content structure
What mobilizes?

Strategies like this mobilize in the student skills of interpretation, classification,

organization of information, summary and logical reasoning.

How it works

The teacher may select a set of texts or data, objects, and information.
on a theme or object of study proposing to the student to identify the key concepts of
object or text studied.

Can be requested from students:

Select the concepts in order of importance;

Include more specific concepts and ideas;

Establish a relationship between the concepts through lines and identify them with one or more
words that express this relationship;

Identify concepts and words that must have a meaning or express a preposition;

Seek to establish horizontal and cross relationships and trace them;

It is legal to draw students' attention to the various ways of drawing the conceptual map.

Another way to apply this strategy is to build the map collectively, allowing for
that the student justifies the location of certain concepts and verbalizes their understanding. A
collective construction is a good option to teach students how to make a map
conceptual.
How to evaluate the results?

The evaluation of strategies like this can be done by monitoring the construction
from the conceptual map based on the collective definition of evaluation criteria. One can use the
following evaluation criteria: clear concepts, justified relationship; richness of ideas;
creativity in organization; representativeness of the content worked on.

One tip for this strategy is Cmap Tools, a free program that greatly facilitates.
construction and organization of conceptual maps.

Didactic strategy 5: Guided study

What is it?

This strategy is a study under the guidance and direction of the teacher, aiming to address
specific difficulties. It is necessary to be clear about the objective, the script, and how it is prepared.
activity.
What mobilizes?

Strategies like this mobilize skills such as identification and organization in students.
of data, hypothesis raising, explanation, argumentation and generalization.
How it works

It can be an individual or group activity. The teacher presents the study guide.
with the problem situation
resolution and issues that will be addressed based on the studied material.

Discussions can be held about the problem situation addressed so that students can
expose your knowledge and positions on the topics addressed.
How to evaluate the results?

In strategies like this, the evaluation can be done by monitoring production.

that the student is building; in the execution of the activities proposed in the script; in the questions
what formula to the teacher; in the revisions requested of him, and from the interaction and performance
in the group to which he/she belongs.

A diagnostic assessment, which monitors the entire process, is the most indicated for
group strategies and long activities.

Didactic strategy 6: Problem solving

What is it?

It is the proposition of a problem that requires reflective, critical, and creative thinking to be
resolved from provided data. It requires the application of scientific knowledge and
arguments that promote your explanation.
What mobilizes?
Strategies like this mobilize skills in the student such as: observation, data collection
hypotheses, data collection and organization, interpretation, explanation and argumentation.
How it works

The student is presented with a problem with no obvious solution, in which they have to seek the
solution. The teacher needs to guide the students in the stages of building the explanation
of the problem. Present the hypotheses, results, and explanations so that there can be a debate
of distinct ideas (if there are any) always leading to the intended objective.

It is important to emphasize that, here as in other strategies, it is necessary to prioritize – for a matter
of theme, and of focus - hypotheses and explanations that go against the expected solution by
you teacher to the proposed problem.
How to evaluate the results?

Observation of students' skills in presenting ideas, as well as their

performance in explaining the proposed problem

Didactic strategy 7: Case study

What is it?

It is the meticulous and objective analysis of a real situation that needs to be investigated and is
challenging for those involved. It can be from a student's everyday environment. In a script
the work provided by the teacher should describe the aspects and categories that
comprise the whole of the situation and the most important categories that should be analyzed.
What mobilizes?

Strategies like this mobilize skills in students such as: analysis, interpretation,
critical thinking, hypothesis raising, explanation, summary.
How it works

The teacher presents the case to be studied (distributes and reads the problem with the students), which
It can be one case for each group or the same case for all groups.

The group analyzes the case by exposing their points of view and the aspects of the problem that will
be focused (collective decision).

The teacher revisits the main points, collectively analyzing the proposed solutions.
group discusses the solutions, electing the best conclusions.

The role of the teacher is to select the study material, present a work plan,
guide the groups throughout the work and mediate the argumentation presented by
students, who must justify their propositions based on scientific knowledge that
provides.
How to evaluate the results?

Strategies like this can be assessed using sheets with criteria to be considered such as
how: application of knowledge (the argumentation explicitly states the knowledge
produced from the contents); relationship between the student's argument and the problem
proposed and richness in the argumentation (depth, variety of information, ability
of synthesis.

Didactic strategy 8: Mock trial

What is it?

It is the simulation of a jury in which, based on a problem, arguments are presented.

defense and prosecution can lead the group to analyze and evaluate a proposed fact with
objectivity and realism, the constructive criticism of a situation and the dynamization of the group
to study a real theme in depth.
What mobilizes?

Strategies like this mobilize in students skills such as: interpretation, comparison,
analysis, hypothesis raising, argumentation, explanation.
How it works

Start from a concrete and objective problem, studied and known by the participants.

One student will take on the role of judge and another the role of clerk. The other members of the
the class will be divided into four groups: prosecution: from one to four students; defense: with
same number; jury advice: with seven students; and the plenary with the others.

The prosecution and the defense should have a few days to prepare their work, under
guidance of the teacher. Each part will have 15 minutes to present its arguments. The judge
will maintain the order of the proceedings and will formulate the questions to the jury, which after
After hearing the arguments from both sides, he presents his final decision.

The clerk has the role of preparing the report of the work. The plenary is responsible for
observe and evaluate the performance of the prosecution and the defense.
How can the results be evaluated?

Strategies like this can be assessed through formative evaluation or evaluation sheets,
considering the process of formulating the debate, the presentation concise, clear and
logic of ideas, the depth of arguments and basis of knowledge
scientific.

Didactic strategy 9: Forum

What is it?

It is a type of meeting in which all members of the group have the opportunity to participate.
of the discussion of a theme or problem determined by the teacher.

It can be used after a movie, a book, reading a scientific article, problem or fact.
historical or current, news from a newspaper, a trip, etc.

All members present viewpoints on the subject addressed.

What mobilizes?

Didactic strategies like this mobilize skills in students such as: observation,
hypothesis raising, data collection and organization, interpretation, explanation
argumentation and synthesis capacity.
How it works

The teacher explains the objectives of the forum, sets the total time and the partial time for each.
participant and defines the roles of the participants.
The coordinator: who organizes participation, directs the group, and selects contributions.
given for the final synthesis (it is recommended that this paper be done by the teacher.
depending on the audience in which this strategy is used);
The synthesis group: which makes the notes that will compose the final work
The participating audience: each member of the group identifies themselves when speaking and makes their contribution.
making considerations and raising questions.
At the end, a member of the synthesis group reports the summary elaborated collectively.
How to evaluate the results?

Strategies like this can be evaluated through self-assessment by students, and pre-established criteria.
established as: the participation of students as debaters and audience; the ability to
attention and concentration; the synthesis of presented ideas; the arguments presented,
final written production.

Didactic strategy 10: Teaching with research

What is it?

It is the use of teaching principles associated with those of research. Works with the
conception of knowledge and science in which doubt and criticism, as well as construction
knowledge collective, are fundamental elements.
What mobilizes?

Observation, interpretation, classification, summary, analysis, hypothesis raising

decisão, comparação, planejamento, coleta e organização de dados, generalizações
How it works

Challenging the student as a researcher - in front of a situation to be investigated, the student

fulfills steps like in a scientific research.
The teacher guides the students during the development of the research, which consists of stages:

Construction of the project: delimitation of the problem to be studied, what knowledge is needed
they base the introduction, what is the working hypothesis;

Methodology: how the data will be collected (or if it will be provided by the teacher),
definition of how to analyze the data, hypothesis testing and data analysis;

Results: interpretation and presentation of the results, discussion arguing for the
explanation of the problem;
Final considerations: what was concluded, explanation for the investigated problem.
How to evaluate the results?

Didactic strategies like this can be evaluated with monitoring of

timeline, observing and correcting each of the stages of the research.

Research can be presented for discussion, and thus the evaluation will also involve
it accounts for the production process, the final product - of the written work, also the
oral argumentation in defense of the ideas advocated by the students.

Debate with the whole class

The main objective of this technique is to allow the student to express themselves in public,
presenting your ideas; your reflections, your experiences and life events, listening to others,
to engage in dialogue, to respect opinions different from your own, to argue and defend your own
positions. Allow the student to value group work, realizing how the discussion
Among everyone, the experiences of all are richer than those of a single person.

There are some basic assumptions for the functioning of this technique:

The teacher must have a good command of the subject on which the debate will take place;

The topic indicated by the teacher must be prepared by the participants of the debate with
previous readings and research, bringing the prepared material for discussion;

The teacher must ensure the participation of everyone, avoiding the monopoly of interventions.
only by some. Everyone should have the opportunity to speak.
Even the teacher himself will need to monitor himself to not interfere all the time and with
a long time for manifestation, even if it is to resolve the issue more quickly
presented. This behavior can compromise the objectives of the strategy itself.

How to perform this technique?

The teacher chooses a topic, suggests readings and bibliography on a date prior to the debate.
basic and guides to study the subject and to make notes.

On the day of the debate, the teacher will take on the role of mediator, presenting the topic and setting a time limit.
for the activity and opens the word to the participants. From then on, it will seek to ensure the
word to everyone to make comments, present questions, raise doubts about
understanding the subject, formulating questions, adding comments to a colleague, and so on
forward. The group coordinator will be attentive to avoid monopolizations, bring the
return to the central theme whenever there are distractions, manage the time and
to guide so that, at the end of the debate, some conclusions can be reached for its
closure and to ensure the issues do not remain unresolved.

The technique is generally successful with small groups. It presents greater difficulty.
when conducted with large groups. In this situation, I suggest using another technique,
for example, the integrated panel that we will discuss later.
Assessment of Learning

Currently, the assessment of learning is focused on preparing for exams.

This happens because the education systems are interested in the percentages of
approval and disapproval of students. With that, the evaluation procedures become
motivating elements in pursuit of results.

The way in which learning assessment is being employed causes students

have a process-centered attention to the end of the school year promotion and not on the
acquisition of knowledge. The teachers use exams as a way to exert pressure
the students to achieve the results expected by the school.

According to Luckesi (1998), the evaluation of learning is being practiced

regardless of the teaching-learning process, because more important than being a
significant learning opportunity, assessment has been becoming an instrument of
threat.

As long as the evaluation focuses on tests and exams, there is no improvement in

quality of learning. If the use of tests is necessary, it is important to leave
of course it is just a formality of the school system.

An assessment that seeks social transformation should aim for progress and the
growth of your student and not stagnate knowledge through of practices
disciplinary. It consists of verifying what the student has learned and whether the proposed objectives.
were reached and whether the program was conducted properly. It should represent a
an indispensable instrument in the verification of the continuous learning of students, highlighting
the difficulties in determining discipline and directing teachers in the pursuit of
approaches that include appropriate didactic methods for the subjects.

The evaluative practice must focus on diagnosis and not on classification. The function
The classification is to analyze the student's performance through obtained grades, usually
registered through numbers. It takes out of the assessment practice everything that is constructive.
In turn, the diagnosis constitutes a process of advancing in development and in
growth of the student's autonomy, being able to discover their level of
learning, gaining awareness of its limitations and needs to be
advanced.

It must aim to provide information about the pedagogical process that

allow teachers to define the necessary interferences and changes in the face
of the educational project. This needs to be defined collectively in order to ensure
student learning in a democratic way. It is essential to perceive the student as a social being.
the politician who has the ability to think critically about their actions and is endowed with
experiences, subject of one's own development.

The evaluation is an integral part of the teaching/learning process and has gained importance in current times.
very ample space in teaching processes. On the other hand, it requires technical preparation and
great observational capacity of the professionals involved in it. According to
Perrenoud (1999),
the assessment of learning, in the new paradigm, is a mediating process in construction
of the curriculum and is closely related to the management of student learning.
In the assessment of learning, the teacher should not allow the results of the tests
periodicals, usually of a classificatory nature, are overvalued to the detriment of
your daily observations, of a diagnostic nature.

The teacher, who works in an interactive didactics, gradually observes the participation and
student productivity, however, it is important to make it clear that the exam is only one
formality of the school system and not simply being used as assessment. From this
Thus, we understand that the evaluation does not take place and will not take place in a conceptual vacuum, but rather
dimensioned by a theoretical model of world and education, translated into practice
pedagogical. (LUCKESI, 1995, p. 28).

The recognition of the different life trajectories of students implies the need to be flexible.
ways of teaching and assessing, that is, contextualizing and recreating applied methodology. According to
Luckesi (1995) states that evaluation has its origins in modern school with the practice of exams and
exams that became systematized from the 16th and 17th centuries, with the crystallization of society
burger

The practice of assessing learning that has been developed in our

educational institutions have not been used as an element to assist in the process
teaching/learning, getting lost in measuring and quantifying knowledge, failing to
identify and stimulate individual and collective potentials.

The assessment of the student's performance, that is, of the teaching-learning process, has been
a constant concern of teachers up to the present day with the Information Age.
First of all, because it is part of the teaching work to verify and assess the performance of the
students, evaluating the results of teaching, but it is up to the teacher to recognize the differences
in the ability of students to learn, in order to help them overcome their difficulties and
advance in learning.

Teaching in the process allows for the appropriation of culture and science, and the development of
thought, and the construction of intellectuality through education and operation with
concepts. According to Claudinho Pilleti (2006), the basic principles that give
Supporting the teaching-learning process are: a) Establish what will be evaluated,
because education has several objectives that allow for the development of the individual
as a whole, involving aspects of leverage (cognitive, affective domain,
psychomotor), intelligence, the socio-emotional development of the student, finally, evaluate the
what students know and how they think about a certain subject; b) Select the
appropriate techniques for evaluation, since the assessment reflects both on the level of
teacher's work as well as in the student's learning; c) Use a variety of
techniques are necessary, as the verification and quantification of the results of
learning in the complete process always aims to diagnose and overcome difficulties,
correcting failures and encouraging students to study; d) Viewing assessment as a part
of the teaching-learning process, that is, as a means of diagnosing performance/a
student learning.
According to Vasconcelos (2005), one must distinguish between grading and assessment; assessment is a
a process that requires critical reflection on practice, thus being able to verify
the advances and difficulties and what to do to overcome these obstacles. The note is on the
form of number or concepts is a requirement of the educational system.

Therefore, according to SANTOS (2005, p. 23), evaluation is something much more complex than
just assigning grades for a test or exam that is done, it must be included in the
student's learning process, to know the types of evaluations that should be
we say that can be practiced:

I. Formative: its objective is to verify if everything that was proposed by

professor regarding the content are being achieved throughout the entire process of
teaching learning;

II. Cumulative: in this type of assessment, it allows retaining everything that is going
learning during the classes and the teacher can be accompanying the student day to day
day, and use when necessary;

III. Diagnosis: helps the teacher to detect or make an inquiry into it

what was learned or not, and thus revisit the content that the student did not manage to grasp.
learning, re-planning your actions to meet needs and achieve goals
proposed;

IV. Summative: it aims to assign grades and concepts for the student to be
promoted or not from one class to another, or from one course to another, normally
carried out during the bimester;

V. Self-assessment: can be conducted by both the student and the teacher, for
to be aware of what has been learned or taught and thus improve learning.
group: it is the assessment of the work that the students have carried out, where the activities are verified,
the performance and learning.

Based on this analysis, the evaluation constitutes a reflective moment on theory and
practice in the teaching-learning process. When evaluating, the teacher will be confirming the
learning conditions of the students, in order to then provide means for their
recovery, and not for its exclusion, if considering evaluation as a process and not an end.

Considering itself the most important part of the entire teaching-learning process.
Bevenutti (2002) says that evaluating is mediating the teaching/learning process, it is to offer
immediate recovery is to promote every human being, it is to vibrate together with each student in their
slow or fast progress.