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Relatório de estágio de educação física, realizado na Escola Básica e Secundária Gonçalves Zarco
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| 7.82 MB | Adobe PDF |
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Abstract(s)
Este relatório de estágio está inserido no Mestrado em Ensino de Educação Física
nos Ensinos Básico e Secundário da Universidade da Madeira, cuja sua aplicação fora
efetuada na Escola Básica e Secundária Gonçalves Zarco, no ano letivo de 2019/2020,
numa turma de 11º ano de escolaridade.
O EP é um momento de enorme preponderância na construção da identidade do
docente, tendo em consideração que este é um período marcado por um conjunto de
ocorrências particulares e singulares, que irão demarcar o estilo do professor para o resto
da sua carreira (Santos, 2012).
Desta forma, o EP pode ser caracterizado por ser a fase final da formação inicial
do futuro docente, através da qual o professor estagiário tem a oportunidade de passar
pelo processo de lecionação, colocando em prática todo o conhecimento adquirido
durante o seu processo formativo (Caires & Almeida, 2003).
Contudo, o professor não deve ser encarado como um mero transmissor de
informação, mas sim como um membro catalisador do processo de ensino-aprendizagem
do aluno.
Este estágio didático-pedagógico foi constituído por um conjunto de atividades,
tais como: (i) Prática Letiva; (ii) Atividades de Intervenção no Meio; (iii) Atividades de
Intervenção na Comunidade e (iv) Ações de Natureza Científico-Pedagógicas.
Em síntese, durante este ano de estágio pedagógico, através de toda a nossa
intervenção didático-pedagógica, tínhamos o objetivo primordial de preparar e formar os
alunos de forma integral, no sentido de os dotar de ferramentas que os ajudassem a debelar
os desafios e exigências que se lhes adivinham numa sociedade global que está em
constante mudança.
This internship report is part of the Master in Physical Education Teaching in the Basic and Secondary Education of the University of Madeira, whose application was carried out at the Escola Básica e Secundária Gonçalves Zarco, in the academic year 2019/2020, in a class of 11th year of schooling. The Pedagogical Internship is a moment of enormous preponderance in the construction of the teacher's identity, considering that this is a period marked by a set of particular and singular occurrences, which will demarcate the teacher's style for the rest of his career (Santos, 2012). In this way, the Pedagogical Internship can be characterized as being the final stage of the initial training of the future teacher, through which the trainee teacher has the opportunity to go through the teaching process, putting into practice all the knowledge acquired during his training process (Caires & Almeida, 2003). However, the teacher should not be seen as a mere transmitter of information, but as a catalyst member of the student's teaching-learning process. This didactic-pedagogical internship was constituted by a set of activities, such as: (i) Teaching Practice; (ii) Intervention Activities in the Environment; (iii) Intervention Activities in the Community and (iv) Actions of a Scientific-Pedagogical Nature. In summary, during this year of pedagogical internship, through all our didactic pedagogical intervention, we had the primary objective of fully preparing and training students, in order to provide them with tools that would help them to solve the challenges and demands who can guess them in a global society that is constantly changing.
This internship report is part of the Master in Physical Education Teaching in the Basic and Secondary Education of the University of Madeira, whose application was carried out at the Escola Básica e Secundária Gonçalves Zarco, in the academic year 2019/2020, in a class of 11th year of schooling. The Pedagogical Internship is a moment of enormous preponderance in the construction of the teacher's identity, considering that this is a period marked by a set of particular and singular occurrences, which will demarcate the teacher's style for the rest of his career (Santos, 2012). In this way, the Pedagogical Internship can be characterized as being the final stage of the initial training of the future teacher, through which the trainee teacher has the opportunity to go through the teaching process, putting into practice all the knowledge acquired during his training process (Caires & Almeida, 2003). However, the teacher should not be seen as a mere transmitter of information, but as a catalyst member of the student's teaching-learning process. This didactic-pedagogical internship was constituted by a set of activities, such as: (i) Teaching Practice; (ii) Intervention Activities in the Environment; (iii) Intervention Activities in the Community and (iv) Actions of a Scientific-Pedagogical Nature. In summary, during this year of pedagogical internship, through all our didactic pedagogical intervention, we had the primary objective of fully preparing and training students, in order to provide them with tools that would help them to solve the challenges and demands who can guess them in a global society that is constantly changing.
Description
Keywords
Educação física Estágio didático-pedagógico Processo ensino-aprendizagem Ensino à distância Physical education Didactic-pedagogical Internship Teaching learning-process Distance learning Ensino de Educação Física nos Ensinos Básico e Secundário . Faculdade de Ciências Sociais