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O estágio pedagógico como laboratório epistemológico: reflexões emergentes de uma prática pedagógica inclusiva em educação física
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| 4.87 MB | Adobe PDF |
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O estágio pedagógico constituiu uma etapa estruturante da formação profissional,
na qual a teoria construída ao longo do percurso académico encontrou aplicabilidade em
contextos educativos autênticos. Esta experiência, desenvolvida em diferentes ciclos de
ensino, exigiu constante adaptação e favoreceu uma prática pedagógica flexível, crítica e
intencional, orientada para as necessidades dos alunos.
O título selecionado refletiu esta perspetiva: o estágio pedagógico como
laboratório epistemológico, entendido como um espaço de problematização e de
produção de conhecimento a partir da prática contextualizada, centrada na inclusão e na
equidade. Mais do que uma sucessão de capítulos, o presente relatório foi concebido como
um exercício de reflexão crítica sobre as opções tomadas, como a definição de um
planeamento anual flexível, a seleção dos modelos, métodos e estilos de ensino, a
intervenção com foco na personalização do ensino e com base nos resultados
diagnósticos, a realização da Ação Científico-Pedagógica Coletiva e Individual, bem
como o desenvolvimento de atividades de intervenção na comunidade escolar. De igual
forma, os processos de planeamento e avaliação foram considerados. Ao articular a teoria
com a prática, procurei compreender de que forma cada decisão contribuiu para a
aprendizagem, para a inclusão e para a consolidação de uma identidade docente
comprometida com a qualidade do processo de ensino-aprendizagem.
Nesta lógica, este percurso não se configurou como um mero momento de
aplicação técnica, mas como um processo profundamente formativo e transformador, em
que os desafios que se converteram em oportunidades de crescimento. O relatório de
estágio traduziu, assim, não apenas a consolidação de competências pedagógicas e de
investigação, mas também um contributo para a valorização da Educação Física enquanto
promotora do desenvolvimento integral dos alunos.
The teaching internship was a fundamental stage of professional training, in which the theory developed throughout the academic course found application in authentic educational contexts. This experience, carried out in different teaching cycles, required constant adaptation and encouraged flexible, critical, and intentional teaching practices geared towards the needs of students. The title chosen reflected this perspective: the teaching internship as an epistemological laboratory, understood as a space for questioning and knowledge production based on contextualized practice, focused on inclusion and equity. More than a series of chapters, this report was conceived as an exercise in critical reflection on the choices made, such as the definition of flexible annual planning, the selection of teaching models, methods, and styles, intervention focused on personalizing teaching and based on diagnostic results, the implementation of Collective and Individual Scientific Pedagogical Action, as well as the development of intervention activities in the school community. Similarly, the planning and evaluation processes were considered. By articulating theory with practice, I sought to understand how each decision contributed to learning, inclusion, and the consolidation of a teaching identity committed to the quality of the teaching-learning process. In this logic, this journey was not merely a moment of technical application, but a deeply formative and transformative process, in which challenges became opportunities for growth. The internship report thus reflected not only the consolidation of pedagogical and research skills, but also a contribution to the enhancement of Physical Education as a promoter of students' integral development.
The teaching internship was a fundamental stage of professional training, in which the theory developed throughout the academic course found application in authentic educational contexts. This experience, carried out in different teaching cycles, required constant adaptation and encouraged flexible, critical, and intentional teaching practices geared towards the needs of students. The title chosen reflected this perspective: the teaching internship as an epistemological laboratory, understood as a space for questioning and knowledge production based on contextualized practice, focused on inclusion and equity. More than a series of chapters, this report was conceived as an exercise in critical reflection on the choices made, such as the definition of flexible annual planning, the selection of teaching models, methods, and styles, intervention focused on personalizing teaching and based on diagnostic results, the implementation of Collective and Individual Scientific Pedagogical Action, as well as the development of intervention activities in the school community. Similarly, the planning and evaluation processes were considered. By articulating theory with practice, I sought to understand how each decision contributed to learning, inclusion, and the consolidation of a teaching identity committed to the quality of the teaching-learning process. In this logic, this journey was not merely a moment of technical application, but a deeply formative and transformative process, in which challenges became opportunities for growth. The internship report thus reflected not only the consolidation of pedagogical and research skills, but also a contribution to the enhancement of Physical Education as a promoter of students' integral development.
Descrição
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Estágio pedagógico Educação física Inclusão Prática reflexiva Investigação Pedagogical internship Physical education Inclusion Reflective practice Research Ensino de Educação Física nos Ensinos Básico e Secundário . Faculdade de Ciências Sociais