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O presente relatório de estágio foi desenvolvido no âmbito do Mestrado em Ensino
de Educação Física nos Ensinos Básico e Secundário da Universidade da Madeira, tendo
sido realizado numa escola pública da Região Autónoma da Madeira durante o ano letivo
de 2024/2025. Este percurso constituiu uma etapa decisiva na consolidação da identidade
profissional docente, ao permitir integrar, em contexto real, os conhecimentos adquiridos
ao longo da formação inicial e enfrentar as exigências inerentes ao processo educativo.
A intervenção realizada possibilitou compreender a complexidade do ensino
aprendizagem em Educação Física, reconhecendo o professor como mediador ativo na
promoção da autonomia, responsabilidade e pensamento crítico dos alunos. As práticas
letivas implementadas assentaram numa abordagem pedagógica diversificada, sustentada
pela utilização de instrumentos de diagnóstico, planificação estruturada, estratégias
metodológicas ajustadas e recurso a tecnologias educativas.
O relatório organiza-se em torno das principais dimensões do estágio:
enquadramento contextual, prática letiva, planeamento e avaliação, ações científico
pedagógicas, atividades de integração no meio, participação na comunidade escolar,
tecnologias e investigação. Em cada uma destas áreas procurou-se não apenas descrever
os processos desenvolvidos, mas sobretudo analisar criticamente as decisões
pedagógicas, os resultados observados e os desafios emergentes, valorizando a reflexão
como eixo estruturante da prática profissional.
Todo o percurso foi marcado por uma forte colaboração entre orientadores, colegas
e comunidade educativa, reconhecendo-se o contributo deste trabalho cooperativo para a
consolidação de práticas fundamentadas e ajustadas às necessidades dos alunos. Este
processo promoveu o desenvolvimento de competências pedagógicas, científicas e
relacionais essenciais ao exercício docente. Em síntese, o estágio representou uma
experiência formativa exigente e altamente transformadora, reforçando o papel da
Educação Física enquanto área promotora do desenvolvimento integral, da inclusão e da
cidadania ativa. Este percurso contribuiu para afirmar uma postura profissional ética,
crítica e comprometida, que orientará os desafios futuros da docência.
This internship report was developed within the scope of the Master’s Degree in Physical Education Teaching in Basic and Secondary Education at the University of Madeira and was carried out in a public school in the Autonomous Region of Madeira during the 2024/2025 academic year. This stage represented a decisive moment in the consolidation of professional identity, allowing the integration of theoretical knowledge into real teaching contexts and confronting the demands inherent to the educational process. The intervention undertaken enabled a deeper understanding of the complexity of teaching and learning in Physical Education, recognising the teacher as an active mediator who promotes students’ autonomy, responsibility, and critical thinking. The teaching practices implemented were based on a diversified pedagogical approach, supported by diagnostic instruments, structured planning, adjusted methodological strategies, and the incorporation of educational technologies. The report is organised around the main dimensions of the internship: contextual framework, teaching practice, planning and assessment, scientific-pedagogical activities, integration in the school environment, participation in the wider school community, use of technologies and research. Each section goes beyond mere description, providing a critical analysis of pedagogical decisions, observed outcomes, and emerging challenges, emphasising reflection as a cornerstone of professional practice. The entire process was marked by close collaboration with supervisors, colleagues and the educational community, highlighting the importance of cooperative work in developing grounded and responsive pedagogical practices. Overall, this internship constituted a demanding and transformative learning experience, reinforcing the role of Physical Education as a promoter of holistic development, inclusion and active citizenship. It also contributed to the affirmation of an ethical, critical and committed professional stance that will guide future teaching practice.
This internship report was developed within the scope of the Master’s Degree in Physical Education Teaching in Basic and Secondary Education at the University of Madeira and was carried out in a public school in the Autonomous Region of Madeira during the 2024/2025 academic year. This stage represented a decisive moment in the consolidation of professional identity, allowing the integration of theoretical knowledge into real teaching contexts and confronting the demands inherent to the educational process. The intervention undertaken enabled a deeper understanding of the complexity of teaching and learning in Physical Education, recognising the teacher as an active mediator who promotes students’ autonomy, responsibility, and critical thinking. The teaching practices implemented were based on a diversified pedagogical approach, supported by diagnostic instruments, structured planning, adjusted methodological strategies, and the incorporation of educational technologies. The report is organised around the main dimensions of the internship: contextual framework, teaching practice, planning and assessment, scientific-pedagogical activities, integration in the school environment, participation in the wider school community, use of technologies and research. Each section goes beyond mere description, providing a critical analysis of pedagogical decisions, observed outcomes, and emerging challenges, emphasising reflection as a cornerstone of professional practice. The entire process was marked by close collaboration with supervisors, colleagues and the educational community, highlighting the importance of cooperative work in developing grounded and responsive pedagogical practices. Overall, this internship constituted a demanding and transformative learning experience, reinforcing the role of Physical Education as a promoter of holistic development, inclusion and active citizenship. It also contributed to the affirmation of an ethical, critical and committed professional stance that will guide future teaching practice.
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Estágio pedagógico Educação física Formação docente Reflexão Identidade profissional Teaching internship Physical education Teacher education Reflection Professional identity Ensino de Educação Física nos Ensinos Básico e Secundário . Faculdade de Ciências Sociais