Nome:Argentina Malhoze Chaúque

2nd Year Distance Learning

Pedagogical Practices I of Basic Education (PPEB1)

Didactic Function - 6th Group

Teacher: Horácio Mondlane

Mapai, October 2018

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INDEX
Introduction........................................................................................................................................3

The Didactic Functions.....................................................................................................................3

Definition:........................................................................................................................................3

Classification of Didactic Functions

Introduction and Motivation

1.2. Mediation and Assimilation

1.3. Domain and Consolidation

1.4. Control and Evaluation

Characteristics of didactic functions

Characteristics of a class.............................................................................................................7

3.1. APPLICABLE EXAMPLES TO REALITY............................................................7

3.2. DEVELOPMENT OF CRITICAL THINKING.......................................................7

3.3. CLARITY

3.4. INDIVIDUALITY..............................................................................................................8

3.5. IMPROVEMENTS

Structure of a class......................................................................................................................8

Organization of Teaching Activities

Classroom.....................................................................................................................................11

Conclusion.................................................................14

References....................................................................................................................................15

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Introduction

The phases of the lesson or technically referred to as teaching functions play a very important role.

important throughout the Teaching and Learning Process (PEA), as they operate as a
instrument that makes the teacher aware of the theoretical notions of their area of
training, outlining its practice, in order to transform the student into a subject who responds to the
contemporary demands, such as: analyze, interpret, evaluate, synthesize, communicate, use
different languages, establish relationships, propose innovative solutions to the situations with the
What faces etc. This transformative action is essential to the work of a teacher or educator.
considering that the main characteristic of education today is reciprocity of
knowledge of the teacher and student.

The present work, which has the theme: the phases of the lesson, aims to guide future
teachers or professors understanding the didactic functions as a unit, not carrying-
if in an isolated manner, serving as a theoretical support that will guide in the future, the exercise of
her teaching function, allowing the ability to use these functions during the PEA and the
ability to use the activities of a certain function carefully, avoiding this
has to return to a specific function.

The Didactic Functions

Definition:

According to Pilleti (2004), "didactic functions are guidelines for the teacher to direct the process"
complete learning and acquisition of different qualities

According to Libâneo (1994), "didactic functions are movements/steps of the PEA during the course of a

class or didactic unit" (p. 175).

In our way of understanding, didactic functions correspond to all stages that occur
we succeed in the Teaching and Learning Process that involves a direct connection between the
activities of the teacher and the student in achieving the desired objectives.

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 1. Classification of didactic functions

The main didactic functions are: Introduction and Motivation, Mediation and Assimilation, Mastery.
Consolidation and Control and Evaluation.

1.1 Introduction and Motivation

According to Piletti (2004), 'Motivation consists of presenting someone with stimuli and incentives.'
that may favor a certain type of behavior. It consists of providing the student with the stimuli and
appropriate incentives to make learning more effective" (p. 233).

Libâneo (1994) defines the Introduction as "the part of the lesson entry that leads the student to
development strategy, presents the topic, presentation of the key issue,
presents the problem briefly

In a general context, introduction means the act or effect of introducing, preface, beginning of a
certain activity, work or practice and motivation is the act of motivating, action of the factors that
they determine the conduct.

Introduction and Motivation usually take place at the beginning of a lesson. This plays
big role in the success of students' learning. It aims to prepare the student for the
start of the class and its next phase. This preparation has 3 fundamental objectives:

1. Create arrangements and an environment favorable to students, which can ensure a good course of
learning

2. Consolidate the initial level and guide the student to new content;

3. Permanently motivate in order to maintain students' interest and attention through

evaluation of stimuli.

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1.2. Mediation and Assimilation
In this phase or educational function, the perception of objects and phenomena connected to
theme, the formation of concepts, imagination and reasoning of the students. In the didactic context,
mediation is the ability by which the teacher guides the teaching-learning process in which
essential elements such as: the teacher, student, content, teaching materials, methods and purposes
to reach.

According to Pillet (2004), Mediation is the concrete action of the PEA in which the teacher delivers the content.

and involves dialogue and in the end makes the synthesis (p. 111).

The role of the teacher consists of the process of building knowledge and mediation.
prevail the forms of structuring and organizing didactic content. In this process the
the role of the teacher as a transmitter of knowledge disappears, giving way to the figure of
mediator, facilitator or advisor and such mediation should currently be different, exposing each
more students before objects and passive receivers, conceiving them as subjects of their
own learning beyond having knowledge of the lesson itself.

Thus, it can be clearly observed as a moment in the class where the mediator must provide explanations.

necessary, organize student activities that can lead them to active assimilation of
knowledge to develop attitudes, convictions, skills, habits, among others.

1.3. Domain and Consolidation

According to Pillet (2004), mastery and consolidation is the moment in the lesson when activities are carried out.

actions aimed at systematizing, reflecting, and applying (p. 111).

While on the part of the domain it constitutes the formation and development of skills, for its
The consolidation consists of recalling the material on skills and knowledge.

In this educational phase, the aim is to enhance what has been learned by the students.
for this, the teacher must create conditions for retention and understanding of the subjects through
exercises and practical activities to solidify understanding. Still in this line of thought, it is

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I need the knowledge to be organized, improved, and fixed in the minds of the students.
in order to be available to guide them in the concrete life study situations,
parallel with knowledge. This stage should be characterized by repetition, systematization and
application, which constitutes the methodological support through which mastery becomes reality
the consolidation of the subject.

Therefore, the application constitutes the center of the PEA and is the highest stage of the increase and

development of skills through problem-solving and tasks in situations

análogas e novas. Este método é a ponte para a prática profissional visto que se desenvolvem as
capabilities that should enable students to leverage theory and subsequently
put your knowledge into productive work.

1.4. Control and Evaluation

The stage of control and evaluation is present throughout the P.E.A. and forms at the same time
conclusion of the teaching units.

Libâneo (1994) argues that "for the teacher to effectively direct the P.E.A., he must
to permanently understand the level of difficulties students face in understanding the subject matter. This

control will also consist of monitoring the P.E.A. evaluating the teacher's activities
and of the student in relation to the defined objectives" (p. 186).

The evaluation, as an integral part of the PEA, is a continuous research activity aimed at
to verify to what extent the objectives defined in the program are being achieved in order to
decide on alternatives for the trainer's work, the trainee's work, or the school as a whole.

According to Pilleti (2004), evaluation is referred to as the set of instruments aimed at

to measure the degree of achievement of objectives in the aspect of the teacher and the student" (p. 190). From this

way, it should not be understood as an end in itself, but a means to verify the
behavioral changes. It allows identifying students who need attention.
especially to reformulate work with the adoption of procedures to address such deficiencies.
In turn, the student must realize that assessment is a means and, for this, the teacher must
explain to him the objectives of it and analyze with him the results achieved.

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 2. Characteristics of didactic functions

Each phase or step of the lesson corresponds to a single dominant teaching function, although in this
the same phase records the involvement of the others, with the aim of ensuring their efficiency of the
assimilation of matter. These functions are structured and systematized.

According to Pilleti (2004), "each didactic function or step of the lesson that reflects the
regularities of the teaching-learning process, the duration time is proposed,
content, dominant method, sets of means and forms of teaching to be used including the
concrete activities of the students (p.111).

The didactic functions are interconnected and are carried out in isolation, overlapping each other.
from others during the different stages of the PEA and that generally a didactic function opens the
the path to the realization of the other and that the success of one enables the success of the other,

assuming itself as a unit, in the sense of totality and not of sum, and such totality reflects
the specific relationships of each educational function with each other in a reciprocal manner. The figure
below, it demonstrates such reciprocity between the functions.

3. Characteristics of a lesson

[Link]

A good lesson is one that shows the student that the content is important by relating it to the
reality. When students do not perceive this relationship, they end up losing interest in
believe that the subject is useless.

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[Link]

If you want to give a good lesson, encourage your students to think critically. Bring up topics
current, create debates, in short: make them give their opinions and actively participate in
activities.

[Link]

Clear communication is crucial for the smooth running of the classes. In general, students
they tend to lose focus when the teachers start talking about secondary subjects or
that do not relate in any way to the content, and may even become confusing.

[Link]

Of course, it would be impossible to give a class that meets the needs of each student.
individually, but teachers who give good lessons seek to help in the best way the
students who have difficulties and thus help them understand the content.

[Link]

A good class is one that is always adapting to the needs of each student and to thenew
technologiesEven if your class is good now, don't let it stop over time: always
If you can make a change that will be positive, do it.

4. Structure of a class
The structuring of the lesson should be indicated by steps, planned and organized to favor the
teaching and learning. Therefore, it is important in lesson planning that this process is

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creative and flexible on the part of the teacher. These steps or didactic stages of the lesson are the
following:

a. Preparation and introduction of the subject - aims to create the conditions for study, motivational and

attention.

b. Didactic treatment of new material - if the steps of teaching are nothing more than functions
didactics, this treatment is already being done. One must understand that the assimilation of the material
nova is a process of interconnection between active perception, understanding, and reflection, being the

transmission-assimilation process as the methodological basis for the didactic treatment of the subject
new.

c. Consolidation and improvement of knowledge and skills - this is an important

teaching moment and often underestimated or diminished in school. The consolidation can
can happen at any stage of the teaching process, being reproductive, generalizing and
creative.

d. The application - this phase is the culmination of the teaching process. Its goal is to establish
links between knowledge and life.

e. Control and evaluation of school results - this function spans all stages of
education, fulfilling three functions: the pedagogical, diagnostic and control. The integration of these
functions give evaluation a more general and not isolated character.

5. Organization of Teaching Activities

Before starting to focus on the teaching and learning process, it is essential to know
What is the process of teaching and learning, didactics from the perspective of some authors?
that this triplet (PEA) and didactics are not new terms in our midst, especially for those who
they are embraced in the teaching profession. Therefore, considering the teaching and learning process a

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In the focus of didactics, we can begin to define didactics in the following way: from the perspective of
TAVARES (2011), didactics is a discipline in the field of Pedagogy that has as its object
study center, and practices, the relationships between the forms of teaching and learning and the
challenges of teaching in society.

For PILETTE (2004), didactics studies teaching techniques in all its practical aspects.
and operational. And it goes further by saying that it is divided into general and special didactics.

The word Didactic derives from the Greek word didactos, which means 'instruction'.
viewed this way, didactics has developed as the theory of instruction. In its Didactics
Magna, Comenius qualifies Didactics as the 'art of instructing' (NIVAGARA, n/d).

LIBANEO (1994: 25/6 apud NIVAGARA) states that Didactics investigates the foundations,
conditions and methods of carrying out instruction and teaching.

As can be seen, the concepts are convergent, all leading to the terms of teaching,
learning, instruction. With this, we conclude that didactics can be understood as
a science of education that arises to support the objectives of the teaching process and
learning.

Teaching and learning process, for the understanding of what the PEA can be, it is necessary
Let us understand what teaching is just as well as learning.

Teaching was traditionally defined as the transmission of knowledge based on

in expositional and explanatory classes. Then followed the definition according to the New School,
in which the axis of the pedagogical issue shifts from intellect (traditional teaching) to feeling;
from the logical aspect to the psychological; from cognitive contents to methods or processes
pedagogical; from the teacher to the student; from effort to interest; from discipline to the
spontaneity; from directive to non-directive; from quantity to quality; from
a pedagogy of philosophical inspiration centered on the science of logic for a pedagogy of
experimental inspiration mainly based on contributions from biology and
psychology (PILETTE, 2004).

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 In summary, this is a pedagogical theory that considers that what is important is not to learn, but
yes, learn to learn.

According to the above reference, with the principles of the New School, teaching would have to undergo
through a sensitive reformulation 'the teacher would act as a stimulator and guide of the
learning whose main initiative would fall to the students themselves" (LIBÂNEO, 2006). But
In this context, it is important to emphasize that learning does not only take place in the classroom or that it

teaches. We can learn and teach anywhere or in any environment and situation. Each situation
It can be a teaching and learning situation, it just takes a constant attitude of openness.

Learning. Teaching aims at learning; learning is a phenomenon, a process.

quite complex. According to (LIBÂNEO, 2006) learning is a process of acquisition and
assimilation, more or less consciously, of new patterns and new ways of perceiving, being,
think and act.

Others define learning as the acquisition of new behaviors. But how the
behavior is generally reduced to something external and observable, and therein lies the problem, because

limiting ourselves to the observable excludes consciousness, the formation of new values among others
unobservable aspects (LIBÂNEO, 2006).

But it is important to emphasize that learning is not just a process of acquisition of

knowledge, content or information. The information is important, but it needs to
go through a very complex processing in order to become meaningful for life
of the people.

Up to this point, we are able to define the teaching and learning process as being a
joint action of the teacher and the students, in which the teacher stimulates and directs activities in
function of student learning.

Classroom
From [Link], [Link]é, palace, room where lessons are received, class, lesson. In the past, they would be the

places where the disciples were taken to receive knowledge.

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Popularly, the word 'class' can be used to refer to various objects: the place that
it includes the means (books, tables, blackboards, and others) and people (students and teachers)
necessary for the conduct of the class; the established period during which the student and teacher dedicate themselves to

teaching-learning process in school; the moment dedicated to the acquisition of something

knowledge, or simply the execution of some coordinated task (e.g. a class of
aerobic exercise at a gym)

The teaching and learning process is a joint action of the teacher and the students, in which the
the professor stimulates and directs activities based on student learning, we can say
that the class is a basic didactic situation for organizing the teaching process, in which each
class is a specific situation in which objectives and content combine with methods and
didactic forms, aiming fundamentally to promote the active assimilation of knowledge and
skills by the students (LIBÂNEO, 2006, p. 178).

According to this understanding, the term class does not apply solely to the lecture class, but to
all didactic forms organized and directed directly or indirectly by the teacher,
in view of carrying out teaching and learning (2006, p. 178).

According to LIBÂNEO (2006, p. 178), a class is any didactic situation in which objectives are set.

knowledge and skills by the students.

The class is the study period of a group in school, where a process is intended.
of learning. It can also occur outside of schools, such as in gym, music classes,
cooking, teleclasses, remote classes, private lessons, among others (SCARPELINI, 2007)

The lesson is called the set of means and conditions through which the teacher directs and stimulates the

teaching process based on the student's own activity in the learning process
school, that is, the conscious and active assimilation of content (LIBANEO apud
SCARPELINI, 2007.

It is important to emphasize that the conduct of a lesson or set of lessons requires that there is a
didactic structuring, which consists of more or less constant steps or stages that

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establish the sequence of teaching according to the subject taught, characteristics of the group of
students and each student's specific didactic situations (LIBANEO apud SCARPELINI, 2007).

In a traditional class, it has always been considered necessary to have at least two
personagens: o professor, indivíduo sábio, dotado do conhecimento, dono da verdade,
representing teaching, and the student, representing learning. However, modernly, with the
desenvolvimento da tecnologia, constata-se que uma aula pode ocorrer sem a presença de um
professor, using new forms and instruments to acquire knowledge in a way
systematic, such as tele-lessons, correspondence courses or online, courses in booklets,
among others, allowing a self-taught student to choose a customized schedule for their
class, conducting it at your own pace of assimilation, and according to your particular interest in
a subject (SCARPELINI, 2007)

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 6. Conclusion

As we were able to follow the characteristics of each of the didactic functions, they exert
as guiding directives for the teacher, continue the complete process of
learning, transmission, and acquisition of different qualities. They, although separated,
they have a deep interconnectedness with each other, and cannot be carried out in isolation, hence the

interdependence from one to another during the different phases that succeed each other in the PEA.
In general terms, a didactic function paves the way for the realization of the other and that success
one enables the success of the other, reflecting the characteristic of reciprocity.

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 7. References

LIBÂNEO, J. C. (1994).Didáctica. São Paulo: Editora Cortez.

PILLETI, C. (2004).Didáctica Geral. (23ª ed.) São Paulo: Editora ÁticaPágina | 4

[Link]
concepts

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