3

1.1 Introduction

The present work titled 'Control and evaluation as a phase of proving the objectives'
From the lesson, we found that control and evaluation correspond to a stage that allows for
Professor structure the class in a way that ensures students know what they will learn, remain
aware of what they already know about the topic, have the opportunity to explore new
concepts, building new knowledge is the set of information that the individual
acquired through your experience, learning, beliefs, values are the set of
characteristics of a particular person or organization that determine how they
they behave and interact with other individuals and with the environment.
This stage allows for the monitoring of the entire teaching and learning process and shapes the
at the same time the conclusion of the teaching units.

1.2 General Objectives

Understanding control and evaluation as a phase of verifying the lesson objectives.

1.3 Specific Objectives

Identify to what extent the control is proof of the lesson's purposes;
Describe the purposes of control and evaluation in a specific class;
Characterize the stages of control and evaluation;
 4

1.4 Control and evaluation as a phase of verifying the lesson objectives

The systematic preparation of lessons ensures the timely delivery of material, the clarification of
objectives to be achieved and the activities that will be carried out, as well as the preparation of the means of

appropriate teaching.

The didactic functions describe the stages of a lesson in terms of pedagogical objectives.
Each stage of the teaching-learning process has a pedagogical function and they are
closely interconnected.
Didactic functions are elements or parts that make up the activity. It is the quality of
to exercise an action, of what is active. It can also be understood as the set of acts for the
the achievement of a purpose or even as the faculty and/or the power to act primarily of
teaching and learning process, which manifests itself in coordination, subordination,
combination and relationship of these, in order to ensure that the PEA is carried out effectively, that is,

that the various parts of teaching and learning can form a unit of
knowledge.
The organization of didactic functions is a sequence of the action of following up, of following,
to continue with something that has already been started previously. The sequence presents the continuation of something

what was shown earlier, but can also mean something that has movement of
continuity. Some of the main synonyms of sequence are: continuation; following;
continuidade; prosseguimento; desenrolamento; curso; subsequência; prossecução; sucessão;
series.

Control and evaluation as one of the stages of teaching functions allows the teacher
structure the class in a way that ensures students know what they will learn, stay
aware of what they already know about the topic, have the opportunity to explore new
concepts, building new knowledge is the set of information that the individual
acquired through your experience, learning, beliefs, values are the set of
characteristics of a certain person or organization that determine how they
behave and interact with other individuals and with the environment.
 5

1.5 Control and evaluation

This stage allows for monitoring the entire teaching and learning process and shapes to
At the same time, the conclusion of the teaching units. The teacher can effectively guide the
teaching-learning process and continuously knowing the level of difficulties of
students in understanding the subject. This control will also consist of monitoring the
teaching and learning process evaluating the activities of the teacher and the student.

Through control and evaluation, the teacher can provide and, if necessary, rectify.
supplement or even reorganize learning.

Through evaluation, it is possible to know whether learning is occurring as expected or

It does not, at the same time, allow the teacher to verify what the student is a concept.
it means definition, conception, or characterization.

LIBÂNEO (1994; 2001) states that control and evaluation should be seen as an instrument of
professor who, when using it, will be able to grasp what is happening in the class, if its
methods are being adjusted or not, whether the class is performing or if there was some
return.
Control and evaluation enable the knowledge of each one, of their position in relation to
, establishing a foundation for teaching and learning activities." Therefore, the
evaluation should be seen as something beneficial.

1.6 The process of control and evaluation in the present day

The control and evaluation require a systematic observation of the students to know if they are
learning how they are learning and under what conditions or activities they find greater or
less difficulty. This assessment refers not only to the mastery of specific content,
but also to the development of capabilities.

Therefore, it is important to evaluate the student as a whole, in the various situations that involve

learning: in the relationship with colleagues, in the effort to solve problems

proposed, in schoolwork, in games.
 6

The initial control and evaluation is fundamental because it will provide the teacher with elements to
make your planning, determining the contents and respective level of depth, notes,
concepts, etc., are not dismissed. The school needs these instruments for its records. The
it is important that the student understands how they are being evaluated and that the result is explained and

discussed with him, and not just communicated through a note.

We can note that the teaching and learning process is not something simple, it encompasses
various measures that must be taken or avoided for the student's learning to truly
It is necessary that the teacher plans their classes taking into account
considering the needs of the students, the best way to apply content, the best
method and technique to be used at certain moments.

Understanding the social context of the students is also important so that your content and examples
be present in the reality of the students.
It is up to the educator to have good sense when evaluating and assigning grades, especially.
an escape from the mechanization of education.

Another fundamental aspect is that in specific control and evaluation activities, a test,
the student what is intended to be evaluated and similar situations to those of learning are used.
The assessment can also become a learning tool, encouraging the student to do the
self-assessment is a way for him to learn to analyze his work, developing his sense
critic and its autonomy.

LUCKESI (2006) the assessment practiced in schools is the assessment of guilt and the grades practiced
are used to classify students, where performances are compared and not the objectives
what is intended to be achieved.

This assessment practice is expressed through an authoritarian and conservative relationship that allows for
professor maintains the discipline and attention of the students, thus the assessment of learning
becomes an instrument of control that can do everything, coercively pressuring the student, not giving-
the alternatives that develop ways for you to achieve learning.
 7

HOFFMANN (1993: 32) states that control and evaluation is reflection transformed into action.
not being static nor having a sensitive and classificatory character, and value involves a person.
Assessment is, fundamentally, the monitoring of the student's development in the process of
building knowledge. The teacher needs to walk alongside the student, step by step,
throughout the entire learning journey.

LIBANEO (1993:13) proposes for the realization of control and evaluation, from the perspective of

construction, two fundamental premises:

Trust in the possibility of the student to build their own truths;
Valuation of your manifestations and interests.

She proposes the dialogue between teacher and student as an indicator of learning, necessary for
reformulation of alternative solutions for the construction of knowledge to take place. The reflection of
professor about his own methodological positions, in the elaboration of questions and in
The analysis of student responses should always have a dynamic character.

The practice of control and evaluation in the classroom can manifest itself as such, it should aim at
the search for the best of all learners, hence it is diagnostic, and not aimed at selection
a few, how they behave.
Therefore, the evaluation, as we said, is inclusive and, for that reason, democratic and loving.
there, wherever it happens, there is no exclusion, but rather diagnosis and construction. There is no
submission, but rather freedom. There is no fear, but rather spontaneity and quest. There is no arrival.

definitive, but rather a permanent crossing, in search of the best.

The assessment as an act of investigating and intervening does not mean an increase in work.
daily teaching, and this does not create a barrier for the education professional, as the evaluation
it needs to be seen as an intervention in the students' learning, in this way, the goal will be achieved
your objective is not just to measure or classify.
 8

We are evaluated at all times, regardless of whether it is in a professional or personal context, what
It matters what will be done with the obtained results.

LUCKESI (2005), the act of evaluating is more demanding than the act of examining for both the teacher.
as for the student. The act of examining, from the teacher's point of view, requires only the
development, application, correction of tests, assignment of grades and recording of data; already from the point
From the student's perspective, it requires answering the tests and waiting for the results.

On the other hand, it requires the teacher to develop appropriate instruments, that is, of quality.
satisfactory from the perspective of investigating student performance; correction,
reorientation of students if necessary, reassessment. And, from the student's side, it requires study,

dedication, investment, deepening, pursuit of the best results.

Therefore, the act of evaluating is much more demanding than the act of examining, as the former requires
quality of learning for the most number of students, if not all, which implies in
greater demand for both the teacher and the student. It is not enough to have any result.
está bem", mas sim importa o melhor resultado possível, o que implica em buscar qualidade na
educational practice, which in turn means investing in the pursuit of satisfactory results.

1.7 Control and evaluation as a space for learning in the classroom

The essential changes in control and evaluation concern, primarily, not to
change of evaluative procedures, but rather the purpose of these procedures. Thus, the
assessment should be considered within the scope of a pedagogy.
In this perspective, it is up to the teacher to integrate assessment into their teaching practice through a
new proposal that necessarily involves the modification of these practices, that is, the teacher
one must understand that the student's progress can only be perceived when compared
with himself.

The didactic functions are organized according to the following common rules verifying
of academic performance in the following criteria:
 9

Continuous and cumulative assessment and control of student performance, with prevalence
two qualitative aspects about the quantitative ones and the results over the period
about any final exams;
Possibility of acceleration of studies for students with school delays;
Possibility of advancement in courses and grades through assessment of learning;
Utilization of successfully completed studies;
Mandatory remedial studies, preferably alongside the school term,
for cases of low academic performance, to be regulated by the institutions of
teaching in their regulations.

In this sense, the teacher should adopt a discerning attitude, drawing conclusions only
when observing students in diverse situations in order to be able to assess
in a reasoned way and not just a superficial opinion about the student. The observation
it can be an important assessment tool, as long as the teacher takes care when
use it, such as:

Provide the conditions for you to manage your time in evaluative interaction with the
students and not just asking simple questions;
Note the incidents, that is, interesting and significant events as they occur.
Plan what will be observed, for example, a specific student, a specific moment,
a task in the classroom.
Define achievable and realistic objectives for observation, taking into account, for
example, the number of observations, the characteristics, the moment of observation and the period
of its duration.

Evaluation is a way to gauge or measure something in relation to a goal to be achieved.

achieved. In the case of education, these are the educational objectives. Assessments are associated with
educational processes are necessary for the improvement of education.
 10

CIPRIANO LUCKESI (2011), the process of control and evaluation basically goes through three
steps indicated in the table below:
Knowing the student's performance level as a statement of reality,
Compare the realization of reality with what is considered important in
educational process
Make decisions that enable achieving the expected results.

VASCONCELLOS, (2005:57) states that the main purpose of control and evaluation in
school process is to help ensure the comprehensive education of the individual through effective mediation

construction of knowledge, learning by all students.

The main objective of the teaching-learning process is the development of the student. For
For this to be effective, it is essential that the educator has defined their objectives, their
intentions.
The contents historically developed and defined for current teaching and learning can and
should be rethought when developing your Work Plan.
It is in the Teaching Work Plan that the contents, objectives, and methodological approach are outlined;

they must be described and the evaluation should serve as a parameter to qualify the teaching action and
student.

This Teaching Work Plan needs to be permanently reviewed to keep up with and, if
necessary to adapt your intentions for each class/grade/year; seeking the best way
to teach and analyze whether there is effectiveness in the instruments used; allowing the teacher to review their

practices and replan.

The control and evaluation aims to verify the abilities of abstraction, the development,
systemic thinking, as opposed to the partial and fragmented understanding of phenomena, the
creativity, curiosity, the ability to think of multiple alternatives for the solution of a
problem, that is, the development of divergent thinking, the ability to work in
team, the willingness to seek and accept criticism, the willingness to take risks, development
of critical thinking, of knowing how to communicate, of the ability to seek knowledge.
 11

These are qualifications that must be present in the social and cultural sphere, in activities.
political and social policies as a whole that are conditions for the exercise of citizenship in a context
democratic.
The control and evaluation as stages of the lesson/didactic functions, allows the teacher to structure the
class in order to ensure that students know what they will learn, become aware of the
that already know about the topic, have the opportunity to explore new concepts,
building new knowledge the set of information that the individual acquires through
from your experience, learning, beliefs, and values are the set of characteristics of a
certain person or organization, which determine how they behave and
interact with other individuals and with the environment.
 12

1.8 Conclusion

With this work, we conclude that control and evaluation is a step that allows
monitoring of the entire teaching and learning process and simultaneously shapes a
conclusion of the teaching units. The teacher can effectively direct the teaching process
learning and continuously knowing the extent of the students' difficulties in understanding
of the subject. This control will also consist of monitoring the teaching process and
learning by evaluating the activities of the teacher and the student.

Through control and assessment, the teacher can provide and, if necessary, rectify,
supplement or even reorganize learning.
Through evaluation, it is possible to know whether learning is taking place as expected or
it is not, at the same time, allows the teacher to ensure what the student is a concept
means definition, conception, or characterization.
 13

1.9 Bibliographic References

LIBÂNEO (1994; 2001) General Didactics. 23rd ed. São Paulo: Editora Ática, 2001.

LUCKESI (2006) Didactics of reform: an active method for today's school. 2nd ed.

HOFFMANN (1993: 32) Course of General Didactics. 8th Ed. São Paulo: Ática, 2006.

LUCKESI (2005), Didactics of Higher Education. 1st Ed. São Paulo: Atlas, 2007

VASCONCELLOS, (2005:57) Teaching and Learning Strategy. Petrópolis: Vozes, 1991