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Relatório do estágio pedagógico em educação física realizado na Básica dos 2º e 3º Ciclos Dr. Eduardo Brazão de Castro
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Abstract(s)
O Estágio Pedagógico (EP) simboliza para os professores principiantes uma etapa importante, que permite ao professor colocar em prática toda a sua competência adquirida ao longo da sua formação académica, e que auxilia na sua intermediação enquanto profissional do Ensino de Educação Física (EF). O presente relatório tem por objetivo descrever, fundamentar e refletir sobre as atividades realizadas no âmbito do EP no ensino de EF nos Ensinos Básico e Secundário.
O EP foi realizado na Escola Básica dos 2.º e 3.º Ciclos Dr. Eduardo Brazão de Castro, durante o ano letivo 2016 – 2017. As atividades previstas nas linhas programáticas das atividades e avaliação compreendem 4 atividades fundamentais: (1) a prática letiva; (2) as atividades de intervenção na comunidade escolar; (3) as atividades de integração no meio; e (4) as atividades de natureza científico-pedagógica.
A prática letiva envolveu a gestão do processo ensino/aprendizagem (planeamento, realização e avaliação) das atividades físicas desportivas previstas no quadro de composição curricular do Programa Nacional de EF para o 2º e 3º Ciclo (6º e 7º anos de escolaridade).
Nas atividades de intervenção na comunidade escolar procuramos envolver a Escola, proporcionando atividades de promoção da atividade física que ultrapassassem o âmbito restrito da atividade curricular das aulas. Nestas atividades procurámos promover estilos de vida saudáveis, desenvolver as relações Escola e Comunidade e, por fim, desenvolver o prazer e motivação pela atividade física.
As atividades de integração no meio incluíram a caracterização da turma e a atividade de extensão curricular. Na caracterização da turma tentámos apoiar a atividade do diretor de turma fornecendo informação importante para o delineamento de estratégias pedagógicas para a turma. No caso da atividade de extensão curricular fomentamos a inter-relação entre as duas turmas dos estagiários da escola, os encarregados de educação e professores das mesmas, numa simbiose multidisciplinar, potenciando, assim, a importância dos agentes educativos e a transmissão de valores socioculturais e educativos. Uma vez mais procurámos criar um momento de desenvolvimento pessoal e promoção da atividade física.
O nosso contributo para a formação e partilha de conhecimento sobre a o ensino das atividades físicas e desportivas realizou-se através das atividades de natureza científico pedagógicas. Ambas as atividades (individual e coletiva) debruçaram-se sobre o processo ensino- aprendizagem dos jogos desportivos coletivos de invasão. Na ação individual procuramos justificar a pertinência e a importância de uma abordagem tática ao jogo. Na ação da coletiva, o núcleo de estágio dedicou-se ao estudo da avaliação da performance em jogo alinhada com a abordagem tática ao jogo.
Entendemos que a passagem por este processo complexo e abrangente relativamente àquilo que deve ser o papel do professor na Escola foi um momento de formação e enriquecimento pessoal imensurável. Acreditamos que este processo de formação contínua do professor alicerçou as bases para uma intervenção em qualquer meio e situação profissional.
The Pedagogical Stage (PS) symbolizes an important stage for beginner teachers, as it allows the teacher to put into practice all of their acquired skills during their academic training, and it helps in their intermediation as a professional of Physical Education (PE) Teaching. This report aims to describe, explain and reflect on the activities carried out within the scope of the PE in the teaching of PS in Basic and Secondary Education. The PE was held in the Basic School of the 2nd and 3rd Cycles Dr. Eduardo Brazão de Castro during the school year 2016-2017. The activities foreseen in the program of activities and evaluation comprise of 4 fundamental activities: (1) the Teaching practice; (2) intervention activities in the school community; (3) integration activities in the school setting; And (4) activities of a scientific-pedagogical nature. The teaching practice involved the management of the teaching / learning process (planning, realization and evaluation) of the physical activities foreseen in the curricular composition of the National Program of PE for the 2nd and 3rd Cycle (6th and 7th school years). In the intervention activities in the school community we sought to involve the School, by providing activities that promote physical activity that exceed the restricted scope of the curricular activity of the classes. In these activities we sought to promote healthy lifestyles, develop School and Community relationships and, finally, develop pleasure and motivation for physical activity. The integration activities in the school setting included the characterization of the class and the activity of curricular extension. In the characterization of the class we tried to support the activity of the class director by providing important information for the delineation of pedagogical strategies for the class. In the case of the curricular extension activity, we contributed for the interrelation between the two classes of the trainees of the school, their parents and their teachers, in a multidisciplinary symbiosis, thus enhancing the importance of educational agents and the transmission of socio-cultural values and Education. Once again we have sought to create a moment of personal development and promotion of physical activity. Our contribution to the formation and sharing of knowledge about the teaching of physical and sporting activities was carried out through pedagogical scientific activities. Both activities (individual and collective) focused on the teaching-learning process of collective sports games of invasion. In individual action we sought to justify the relevance and importance of a tactical approach to the game. In the collective action, the core of the stage was dedicated to the study of performance evaluation in game aligned with the tactical approach to the game. We realise that the passage through this complex and comprehensive process regarding what the role of the teacher in the School was a moment of immeasurable personal enrichment and formation. We believe that this process of continuous teacher training has laid the foundation for an intervention in any environment and professional situation.
The Pedagogical Stage (PS) symbolizes an important stage for beginner teachers, as it allows the teacher to put into practice all of their acquired skills during their academic training, and it helps in their intermediation as a professional of Physical Education (PE) Teaching. This report aims to describe, explain and reflect on the activities carried out within the scope of the PE in the teaching of PS in Basic and Secondary Education. The PE was held in the Basic School of the 2nd and 3rd Cycles Dr. Eduardo Brazão de Castro during the school year 2016-2017. The activities foreseen in the program of activities and evaluation comprise of 4 fundamental activities: (1) the Teaching practice; (2) intervention activities in the school community; (3) integration activities in the school setting; And (4) activities of a scientific-pedagogical nature. The teaching practice involved the management of the teaching / learning process (planning, realization and evaluation) of the physical activities foreseen in the curricular composition of the National Program of PE for the 2nd and 3rd Cycle (6th and 7th school years). In the intervention activities in the school community we sought to involve the School, by providing activities that promote physical activity that exceed the restricted scope of the curricular activity of the classes. In these activities we sought to promote healthy lifestyles, develop School and Community relationships and, finally, develop pleasure and motivation for physical activity. The integration activities in the school setting included the characterization of the class and the activity of curricular extension. In the characterization of the class we tried to support the activity of the class director by providing important information for the delineation of pedagogical strategies for the class. In the case of the curricular extension activity, we contributed for the interrelation between the two classes of the trainees of the school, their parents and their teachers, in a multidisciplinary symbiosis, thus enhancing the importance of educational agents and the transmission of socio-cultural values and Education. Once again we have sought to create a moment of personal development and promotion of physical activity. Our contribution to the formation and sharing of knowledge about the teaching of physical and sporting activities was carried out through pedagogical scientific activities. Both activities (individual and collective) focused on the teaching-learning process of collective sports games of invasion. In individual action we sought to justify the relevance and importance of a tactical approach to the game. In the collective action, the core of the stage was dedicated to the study of performance evaluation in game aligned with the tactical approach to the game. We realise that the passage through this complex and comprehensive process regarding what the role of the teacher in the School was a moment of immeasurable personal enrichment and formation. We believe that this process of continuous teacher training has laid the foundation for an intervention in any environment and professional situation.
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Keywords
Estágio pedagógico Escola Ensino-aprendizagem Educação física Formação de professores Pedagogical stage School Teaching-learning Teacher training Physical education Ensino de Educação Física nos Ensinos Básico e Secundário . Faculdade de Ciências Sociais