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Entre dúvidas e conquistas: o crescimento no ensino da educação física
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Resumo(s)
O relatório de estágio apresenta uma reflexão crítica e fundamentada sobre o processo de
desenvolvimento profissional e pedagógico ocorrido no âmbito do Mestrado em Ensino
da Educação Física nos Ensinos Básico e Secundário. A experiência de estágio constituiu
um espaço privilegiado de articulação entre a teoria e a prática, o que permitiu
compreender a complexidade do ato de ensinar e a importância da intencionalidade
educativa em cada decisão pedagógica.
A intervenção desenvolveu-se num contexto real de ensino, tendo contemplado todas as
fases do processo de ensino-aprendizagem: planeamento, lecionação, avaliação e
reflexão. A conceção das unidades didáticas e das estratégias de ensino baseou-se em
princípios de diferenciação pedagógica, inclusão e coerência curricular, a fim de
responder às necessidades específicas da turma e promover aprendizagens significativas.
Paralelamente, a observação de aulas, a participação em reuniões de grupo disciplinar e
a integração em projetos escolares contribuíram para a consolidação de competências
profissionais e para o entendimento da escola enquanto espaço de formação contínua e
colaborativa.
A reflexão final evidencia que o estágio constituiu um processo transformador, sustentado
na análise crítica da prática, na investigação-ação e na procura constante por uma
docência mais consciente, flexível e pedagógica. Este percurso permitiu consolidar uma
identidade profissional assente na responsabilidade ética, na autonomia docente e no
compromisso com o sucesso educativo de todos os alunos.
The internship report presents a critical and well-grounded reflection on the process of professional and pedagogical development undertaken within the Master’s Degree in Physical Education Teaching in Basic and Secondary Education. The internship experience provided a privileged space for the articulation between theory and practice, which enabled an understanding of the complexity of the teaching act and the importance of educational intentionality in each pedagogical decision. The intervention took place in a real teaching context and encompassed all phases of the teaching-learning process: planning, instruction, assessment, and reflection. The design of the teaching units and strategies was based on principles of pedagogical differentiation, inclusion, and curricular coherence, in order to respond to the specific needs of the class and promote meaningful learning. In parallel, classroom observations, participation in subject-group meetings, and involvement in school projects contributed to the consolidation of professional competences and to a deeper understanding of the school as a space for continuous and collaborative professional development. The final reflection highlights that the internship constituted a transformative process, supported by critical analysis of practice, action research, and a constant pursuit of a more conscious, flexible, and pedagogically grounded teaching practice. This experience enabled the consolidation of a professional identity founded on ethical responsibility, teacher autonomy, and a commitment to the educational success of all students.
The internship report presents a critical and well-grounded reflection on the process of professional and pedagogical development undertaken within the Master’s Degree in Physical Education Teaching in Basic and Secondary Education. The internship experience provided a privileged space for the articulation between theory and practice, which enabled an understanding of the complexity of the teaching act and the importance of educational intentionality in each pedagogical decision. The intervention took place in a real teaching context and encompassed all phases of the teaching-learning process: planning, instruction, assessment, and reflection. The design of the teaching units and strategies was based on principles of pedagogical differentiation, inclusion, and curricular coherence, in order to respond to the specific needs of the class and promote meaningful learning. In parallel, classroom observations, participation in subject-group meetings, and involvement in school projects contributed to the consolidation of professional competences and to a deeper understanding of the school as a space for continuous and collaborative professional development. The final reflection highlights that the internship constituted a transformative process, supported by critical analysis of practice, action research, and a constant pursuit of a more conscious, flexible, and pedagogically grounded teaching practice. This experience enabled the consolidation of a professional identity founded on ethical responsibility, teacher autonomy, and a commitment to the educational success of all students.
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Estágio pedagógico Ensino-aprendizagem Prática reflexiva Desenvolvimento profissional Formação de professores. Educação física Teaching internship Physical education Teaching-learning Reflective practice Professional development Teacher education Ensino de Educação Física nos Ensinos Básico e Secundário . Faculdade de Ciências Sociais