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Relatório de Estágio de Educação Física realizado na Escola Básica e Secundária Dr. Ângelo Augusto da Silva
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Abstract(s)
O documento que se segue faz parte do contexto da Prática de Ensino
Supervisionada, o Estágio Pedagógico (EP), na Escola Básica e Secundária Dr. Ângelo
Augusto da Silva (EBSAAS) durante o ano letivo 2021/2022, inserida no Mestrado em
Ensino da Educação Física nos Ensino Básico e Secundário (MEEFEBS) da Universidade
da Madeira. O objetivo deste documento passa por compartilhar a variedade de atividades
e experiências, bem como expectativas, objetivos e opções didático-pedagógicas tomadas
ao longo do ano letivo enquanto professora em formação. Além disso, serão apresentadas
reflexões críticas e aprendizagens advindas deste contexto de formação-ação-reflexão.
Em termos de organização programática, o Estágio Pedagógico é dividido em
quatro grandes grupos de atividades: i) a Prática Letiva (PL): envolve as atividades de
ensino em sala de aula, onde os estagiários têm a oportunidade de ministrar aulas e
interagir diretamente com os alunos; ii) Intervenção na Comunidade Escolar (AICE):
engloba atividades que vão além da sala de aula, como a interação com outros
profissionais da escola e a participação em eventos ou projetos escolares; iii) Atividades
de Integração no Meio (AIM): são as atividades que visam a integração do estagiário na
comunidade escolar e na vida escolar; iv) Atividades de Natureza Científico-Pedagógica
(ACP): inclui atividades de pesquisa e análise crítica relacionadas com o ensino da
Educação Física.
A Prática Letiva (PL) foi o foco central do estágio, na qual tive a oportunidade de
intervir pedagogicamente, seguindo um planeamento, intervindo e refletindo numa turma
de 9ºano (turma atribuída) e numa de 5º ano (turma partilhada). Além disto, desempenhei
um papel observador em atividades de assistência às aulas de colegas e de outros
professores, o que me proporcionou uma prática mais estrutura e enriquecedora.
No decorrer do EP, tive a oportunidade de ministrar a disciplina de Educação
Física (EF) com o intuito de, de forma planeada, desenvolver de forma integral os meus
aos alunos, ao mesmo tempo que construía a minha identidade enquanto docente. Este
período representou um crescimento incalculável em mim, desde as pesquisas à prática,
resultando na aquisição do domínio em várias áreas, incluindo didática, pedagogia,
desenvolvimento pessoal e social.
The following document is part of the context of Supervised Teaching Practice, the Pedagogical Internship (PE), at Escola Básica e Secundária Dr. Ângelo Augusto da Silva (EBSAAS) during the academic year 2021/2022, included in the master’s degree in teaching of physical education in Basic and Secondary Education (MEEFEBS) at the University of Madeira. The objective of this document is to share the variety of activities and experiences, as well as expectations, objectives and didactic-pedagogical options taken throughout the school year as a teacher in training. In addition, critical reflections and learning arising from this context of training-action-reflection will be presented. In terms of programmatic organization, the Pedagogical Internship is divided into four large groups of activities: i) Teaching Practice (PL): involves teaching activities in the classroom, where interns have the opportunity to teach classes and interact directly with students; ii) Intervention in the School Community (AICE): encompasses activities that go beyond the classroom, such as interaction with other school professionals and participation in school events or projects; iii) Integration in the Environment (AIM): these are activities that aim to integrate the intern into the school community and school life; iv) Activities of a Scientific-Pedagogical Nature (ACP): includes research and critical analysis activities related to the teaching of Physical Education Teaching Practice (PL) was the central focus of the internship, in which I had the opportunity to intervene pedagogically, following a plan, intervening, and reflecting in a 9th year class (assigned class) and in a 5th year class (shared class). In addition, I played an observer role in assisting classes with colleagues and other teachers, which provided me with a more structured and enriching practice. During the EP, I had the opportunity to teach the Physical Education (PE) subject with the aim of, in a planned way, fully developing my students, at the same time, building my identity as a teacher. This period represented incalculable growth in me, from research to practice, resulting in the acquisition of mastery in several areas, including didactics, pedagogy, personal and social development.
The following document is part of the context of Supervised Teaching Practice, the Pedagogical Internship (PE), at Escola Básica e Secundária Dr. Ângelo Augusto da Silva (EBSAAS) during the academic year 2021/2022, included in the master’s degree in teaching of physical education in Basic and Secondary Education (MEEFEBS) at the University of Madeira. The objective of this document is to share the variety of activities and experiences, as well as expectations, objectives and didactic-pedagogical options taken throughout the school year as a teacher in training. In addition, critical reflections and learning arising from this context of training-action-reflection will be presented. In terms of programmatic organization, the Pedagogical Internship is divided into four large groups of activities: i) Teaching Practice (PL): involves teaching activities in the classroom, where interns have the opportunity to teach classes and interact directly with students; ii) Intervention in the School Community (AICE): encompasses activities that go beyond the classroom, such as interaction with other school professionals and participation in school events or projects; iii) Integration in the Environment (AIM): these are activities that aim to integrate the intern into the school community and school life; iv) Activities of a Scientific-Pedagogical Nature (ACP): includes research and critical analysis activities related to the teaching of Physical Education Teaching Practice (PL) was the central focus of the internship, in which I had the opportunity to intervene pedagogically, following a plan, intervening, and reflecting in a 9th year class (assigned class) and in a 5th year class (shared class). In addition, I played an observer role in assisting classes with colleagues and other teachers, which provided me with a more structured and enriching practice. During the EP, I had the opportunity to teach the Physical Education (PE) subject with the aim of, in a planned way, fully developing my students, at the same time, building my identity as a teacher. This period represented incalculable growth in me, from research to practice, resulting in the acquisition of mastery in several areas, including didactics, pedagogy, personal and social development.
Description
Keywords
Estágio pedagógico Educação física Formação Aprendizagem Processo Pedagogical internship Physical education Training Learning Process Ensino de Educação Física nos Ensinos Básico e Secundário . Faculdade de Ciências Sociais