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A formação do aluno e do professor: um percurso reflexivo em educação física com foco nas competências sociais e pessoais
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O estágio constituiu uma fase central no meu percurso formativo, uma vez que
permitiu articular o conhecimento teórico adquirido ao longo do mestrado, com a prática
em contexto real. Este processo tornou-se exigente e formativo, caracterizado por
desafios de gestão pedagógica, adaptação a diferentes ciclos de ensino e consolidação de
uma identidade docente crítica e reflexiva. A prática letiva, desenvolvida sobretudo no
ensino Secundário e complementada por diversas experiências, como o 2.º Ciclo e o
Curso Profissional de Desporto, evidenciou a necessidade ajustar modelos, métodos e
estilos de ensino às características de cada turma, de forma a promover inclusão,
motivação e desenvolvimento integral dos alunos.
Paralelamente, a participação em múltiplas atividades escolares, no Desporto
Escolar e em atividades interdisciplinares consolidou competências de planeamento,
liderança, cooperação e inovação pedagógica. A dinamização de iniciativas como o
Geocaching e a colaboração numa prova de aptidão profissional demonstraram o
potencial transformador da Educação Física na escola, indo além da mera dimensão física.
Adicionalmente, a investigação assumiu um papel estruturante, centrada na
inclusão e no impacto das tecnologias digitais, o que permitiu articular reflexão crítica e
fundamentação científica com a prática letiva. Esta vertente promoveu o compromisso
com uma docência inovadora, equitativa e sustentada em evidência.
Por fim, considero que cada desafio representou uma oportunidade de
reconstrução pedagógica e pessoal. O apoio dos orientadores revelou-se relevante e
potenciou uma supervisão formativa que consolidou a autonomia e a intencionalidade da
prática.
The internship was a central phase in my training, as it allowed me to combine the theoretical knowledge acquired during my master's degree with practical experience in a real-world context. This process was demanding and formative, by challenges in educational management, adaptation to different teaching cycles, and the consolidation of a critical and reflective teaching identity. Teaching practice, developed mainly in secondary education and complemented by various experiences, such as the 2nd Cycle and the Professional Sports Course, highlighted the need to adjust teaching models, methods and styles to the characteristics of each class in order to promote inclusion, motivation and the integral development of students. At the same time, participation in multiple school activities, in School Sports and in interdisciplinary activities consolidated skills in planning, leadership, cooperation and pedagogical innovation. The promotion of initiatives such as Geocaching and collaboration in a professional aptitude test demonstrated the transformative potential of Physical Education in school, going beyond the mere physical dimension. In addition, research took on a structuring role, focusing on inclusion and the impact of digital technologies, which allowed for the articulation of critical reflection and scientific reasoning with teaching practice. This aspect promoted a commitment to innovative, equitable and evidence-based teaching. Finally, I believe that each challenge represented an opportunity for pedagogical and personal reconstruction. The support of the supervisors proved to be relevant and enhanced formative supervision, which consolidated the autonomy and intentionality of the practice.
The internship was a central phase in my training, as it allowed me to combine the theoretical knowledge acquired during my master's degree with practical experience in a real-world context. This process was demanding and formative, by challenges in educational management, adaptation to different teaching cycles, and the consolidation of a critical and reflective teaching identity. Teaching practice, developed mainly in secondary education and complemented by various experiences, such as the 2nd Cycle and the Professional Sports Course, highlighted the need to adjust teaching models, methods and styles to the characteristics of each class in order to promote inclusion, motivation and the integral development of students. At the same time, participation in multiple school activities, in School Sports and in interdisciplinary activities consolidated skills in planning, leadership, cooperation and pedagogical innovation. The promotion of initiatives such as Geocaching and collaboration in a professional aptitude test demonstrated the transformative potential of Physical Education in school, going beyond the mere physical dimension. In addition, research took on a structuring role, focusing on inclusion and the impact of digital technologies, which allowed for the articulation of critical reflection and scientific reasoning with teaching practice. This aspect promoted a commitment to innovative, equitable and evidence-based teaching. Finally, I believe that each challenge represented an opportunity for pedagogical and personal reconstruction. The support of the supervisors proved to be relevant and enhanced formative supervision, which consolidated the autonomy and intentionality of the practice.
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Educação física Competências sociais e pessoais Inclusão Identidade docente Physical education Social and personal skills Inclusion Teacher identity Ensino de Educação Física nos Ensinos Básico e Secundário . Faculdade de Ciências Sociais