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O presente relatório de estágio pedagógico reflete um percurso de construção e
reconstrução da identidade profissional docente, marcado pela reflexão crítica, pela
incerteza e pela superação dos desafios que emergiram ao longo do estágio. Este
processo assumiu-se como um movimento contínuo entre questionar práticas, redefinir
intencionalidades e descobrir novas possibilidades de ação pedagógica. Esta nova
perspetiva profissional implicou sair da zona de conforto e reconhecer que, apesar do
esforço de inovar, algumas práticas do padrão atual persistem. Assim, o laboratório
pedagógico adquiriu um papel central nesta reflexão, tornando-se o espaço onde se
ensaia, reconstrói e redefine a identidade docente.
O documento organiza-se em quatro dimensões essenciais do estágio,
nomeadamente, a Prática Letiva, enquanto espaço de planeamento, intervenção e
reflexão, as Atividades de Intervenção na Comunidade Escolar, que reforçam o
dinamismo educativo, as Atividades de Integração no Meio, que ampliam as
aprendizagens para contextos não formais e as Ações de Natureza Científico Pedagógica, que articulam a investigação, produção de conhecimento e prática
docente. Na sua globalidade, estas dimensões oferecem uma visão integrada do
percurso vivido e dos processos formativos que emergiram ao longo do estágio.
No decorrer desta experiência, os alunos foram desafiados a desenvolver a sua
autonomia e a capacidade de refletir criticamente sobre as aprendizagens realizadas.
Procurou-se que a Educação Física se afirmasse como um espaço de desenvolvimento
integral, valorizando a competência de aprender a aprender e promovendo
conscientemente hábitos de vida saudáveis, entendidos como elementos centrais de
uma formação que ultrapassa a dimensão técnico-tática. Paralelamente, este percurso
possibilitou a consolidação de um conjunto diversificado de ferramentas pedagógicas,
metodológicas e digitais, cuja aplicabilidade foi testada na prática. A reflexão assumiu se como eixo estruturante deste processo, através da dinâmica teórico-prática,
permitindo sustentar uma redefinição pedagógica consciente e fundamentada.
This teaching internship report reflects a journey of building and rebuilding professional teaching identity, marked by critical reflection, uncertainty and overcoming the challenges that emerged throughout the internship. This process took the form of a continuous movement between questioning practices, redefining intentions and discovering new possibilities for teaching action. This new professional perspective involved stepping out of the comfort zone and recognising that, despite efforts to innovate, some current practices persist. Thus, the teaching laboratory took on a central role in this reflection, becoming the space where teaching identity is rehearsed, reconstructed and redefined. The document is organised into four essential dimensions of the internship, namely Teaching Practice, as a space for planning, intervention and reflection; Intervention Activities in the School Community, which reinforce educational dynamism; Integration Activities in the Environment, which extend learning to non-formal contexts; and Scientific-Pedagogical Actions, which link research, knowledge production and teaching practice. Taken together, these dimensions offer an integrated view of the experience and the training processes that emerged during the internship. During this experience, students were challenged to develop their autonomy and ability to reflect critically on what they had learned. The aim was for Physical Education to establish itself as a space for integral development, valuing the competence of learning to learn and consciously promoting healthy lifestyle habits, understood as central elements of a training that goes beyond the technical-tactical dimension. At the same time, this journey enabled the consolidation of a diverse set of pedagogical, methodological and digital tools, whose applicability was tested in practice. Reflection was the structuring axis of this process, through theoretical and practical dynamics, allowing for a conscious and well-founded pedagogical redefinition.
This teaching internship report reflects a journey of building and rebuilding professional teaching identity, marked by critical reflection, uncertainty and overcoming the challenges that emerged throughout the internship. This process took the form of a continuous movement between questioning practices, redefining intentions and discovering new possibilities for teaching action. This new professional perspective involved stepping out of the comfort zone and recognising that, despite efforts to innovate, some current practices persist. Thus, the teaching laboratory took on a central role in this reflection, becoming the space where teaching identity is rehearsed, reconstructed and redefined. The document is organised into four essential dimensions of the internship, namely Teaching Practice, as a space for planning, intervention and reflection; Intervention Activities in the School Community, which reinforce educational dynamism; Integration Activities in the Environment, which extend learning to non-formal contexts; and Scientific-Pedagogical Actions, which link research, knowledge production and teaching practice. Taken together, these dimensions offer an integrated view of the experience and the training processes that emerged during the internship. During this experience, students were challenged to develop their autonomy and ability to reflect critically on what they had learned. The aim was for Physical Education to establish itself as a space for integral development, valuing the competence of learning to learn and consciously promoting healthy lifestyle habits, understood as central elements of a training that goes beyond the technical-tactical dimension. At the same time, this journey enabled the consolidation of a diverse set of pedagogical, methodological and digital tools, whose applicability was tested in practice. Reflection was the structuring axis of this process, through theoretical and practical dynamics, allowing for a conscious and well-founded pedagogical redefinition.
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Estágio pedagógico Identidade profissional Inovação pedagógica Educação física Desenvolvimento integral Teaching internship Professional identity Physical education Comprehensive development Ensino de Educação Física nos Ensinos Básico e Secundário . Faculdade de Ciências Sociais