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Relatório do estágio pedagógico de educação física realizado na Escola Básica dos 2º e 3º Ciclos Dr. Eduardo Brazão de Castro
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| 3.95 MB | Adobe PDF |
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Abstract(s)
O Estágio Pedagógico possui um significado importante para o professor em início de carreira, pois corresponde ao primeiro momento em que este põe em prática as ideias e capacidades que foram adquiridas ao logo do seu percurso académico. A descrição, fundamentação e reflexão sobre as atividades que foram realizadas durante o Estágio Pedagógico será um dos principais objetivos a atingir ao longo deste trabalho. O Estágio Pedagógico foi realizado na Escola Básica dos 2.º e 3.º Ciclos Dr. Eduardo Brazão de Castro, durante o ano letivo 2016 – 2017. As linhas programáticas das atividades e avaliação incluem um conjunto de quatro atividades fundamentais para o desenvolvimento de todo o processo: (1) a prática letiva; (2) as atividades de intervenção na comunidade escolar; (3) as atividades de integração no meio; e (4) as atividades de natureza científico-pedagógica. Na prática letiva, além do trabalho de assistência às aulas, esta contemplou também a gestão do processo ensino/aprendizagem de uma turma de 3º Ciclo. Esta foi uma das atividades mais significativas do Estágio Pedagógico. Ao longo de um ano letivo asseguramos o ensino das atividades físicas e desportivas previstas no quadro de composição curricular do Programa Nacional de Educação Física. Para todas as atividades cumprimos com as fases de planeamento, realização e controlo/avaliação. Nas atividades de intervenção na comunidade escolar procuramos envolver a Escola, proporcionando atividades de promoção da atividade física que ultrapassassem o âmbito restrito da atividade curricular das aulas. Nestas atividades, procurámos promover estilos de vida saudáveis, desenvolver as relações Escola e Comunidade e, por fim, desenvolver o prazer e motivação pela atividade física. As atividades de integração no meio incluíram a caracterização da turma e a atividade de extensão curricular. Na caracterização da turma tentámos apoiar a atividade do diretor de turma fornecendo informação importante para o delineamento de estratégias pedagógicas para a turma. No caso da atividade de extensão curricular, fomentamos a inter-relação entre as duas turmas dos estagiários da escola, os encarregados de educação (Enc. Ed.) e professores das mesmas, numa simbiose multidisciplinar, potenciando, assim, a importância dos agentes educativos e a transmissão de valores socioculturais e educativos. Uma vez mais procurámos criar um momento de desenvolvimento pessoal e promoção da atividade física. As atividades científico-pedagógicas (individual e coletiva) centraram-se no processo ensino-aprendizagem dos jogos desportivos coletivos de invasão. A açãoindividual foi centrada na apresentação de um estudo de intervenção em alunos do 3º Ciclo. A ação coletiva, foi composta pela apresentação de um estudo da avaliação da performance em jogo alinhada com a abordagem tática ao jogo. Em ambas as ações demonstrámos as potencialidades de uma abordagem tática ao jogo no ensino dos jogos desportivos coletivos de invasão. A realização do Estágio Pedagógico e do conjunto de atividades que formam este processo de formação, embora de complexidade superior, possibilitou um momento importante de formação contínua e enriquecimento do docente.
The Pedagogical Stage has an important meaning for the teacher in the beginning of his career, since it is the first moment in which he puts into practice the ideas and skills that have been acquiring the logo of his academic career. The description, background and reflection on the activities that were carried out during the Pedagogical Stage will be one of the main objectives to be reached throughout this work. The Pedagogical Stage was carried out in the Basic School of the 2nd and 3rd Cycles Dr. Eduardo Brazão de Castro, during the school year 2016 - 2017. The programmatic lines of activities and evaluation include a set of four fundamental activities for the development of the whole Process: (1) practice teaching; (2) intervention activities in the school community; (3) integration activities in the environment; (4) activities of a scientific-pedagogical nature. In teaching, in addition to the work of attending classes, this also included the management of the teaching / learning process of a class of 3rd Cycle. This was one of the most important activities of the Pedagogical Stage. Throughout a school year, we ensure the teaching of the physical and sports activities foreseen in the curricular composition table of the National Physical Education Program. For all activities, we comply with the planning, implementation and control / evaluation phases. In the intervention activities in the school community, we try to involve the School, providing activities to promote physical activity that exceed the restricted scope of the curricular activity of the classes. In these activities, we seek to promote healthy lifestyles, develop School and Community relationships and, finally, develop pleasure and motivation for physical activity. Integration activities in the middle included class characterization and curriculum extension activity. In characterization of the class, we try to support the activity of the class director by providing important information for the delineation of pedagogical strategies for the class. In the case of the curricular extension activity, we foster the interrelation between the two classes of the school's interns, their teachers and their teachers, in a multidisciplinary symbiosis, thus enhancing the importance of educational agents and the transmission of Sociocultural values Education. Once again, we seek to create a moment of personal development and promotion of physical activity. The scientific-pedagogical activities (individual and collective) focus on the teaching-learning process of collective sports games of invasion. The individual action focused on the presentation of an intervention study in students of the 3rd Cycle. The collective action was composed by the presentation of a study of performance evaluation in play aligned with the tactical approach to the game. In both actions we demonstrate the potentialities of a tactical approach to the game in teaching the collective sports games of invasion. The realization of the Pedagogical Stage and the set of activities that form this formation process, although of superior complexity, made possible an important moment of continuous formation and enrichment of the teacher.
The Pedagogical Stage has an important meaning for the teacher in the beginning of his career, since it is the first moment in which he puts into practice the ideas and skills that have been acquiring the logo of his academic career. The description, background and reflection on the activities that were carried out during the Pedagogical Stage will be one of the main objectives to be reached throughout this work. The Pedagogical Stage was carried out in the Basic School of the 2nd and 3rd Cycles Dr. Eduardo Brazão de Castro, during the school year 2016 - 2017. The programmatic lines of activities and evaluation include a set of four fundamental activities for the development of the whole Process: (1) practice teaching; (2) intervention activities in the school community; (3) integration activities in the environment; (4) activities of a scientific-pedagogical nature. In teaching, in addition to the work of attending classes, this also included the management of the teaching / learning process of a class of 3rd Cycle. This was one of the most important activities of the Pedagogical Stage. Throughout a school year, we ensure the teaching of the physical and sports activities foreseen in the curricular composition table of the National Physical Education Program. For all activities, we comply with the planning, implementation and control / evaluation phases. In the intervention activities in the school community, we try to involve the School, providing activities to promote physical activity that exceed the restricted scope of the curricular activity of the classes. In these activities, we seek to promote healthy lifestyles, develop School and Community relationships and, finally, develop pleasure and motivation for physical activity. Integration activities in the middle included class characterization and curriculum extension activity. In characterization of the class, we try to support the activity of the class director by providing important information for the delineation of pedagogical strategies for the class. In the case of the curricular extension activity, we foster the interrelation between the two classes of the school's interns, their teachers and their teachers, in a multidisciplinary symbiosis, thus enhancing the importance of educational agents and the transmission of Sociocultural values Education. Once again, we seek to create a moment of personal development and promotion of physical activity. The scientific-pedagogical activities (individual and collective) focus on the teaching-learning process of collective sports games of invasion. The individual action focused on the presentation of an intervention study in students of the 3rd Cycle. The collective action was composed by the presentation of a study of performance evaluation in play aligned with the tactical approach to the game. In both actions we demonstrate the potentialities of a tactical approach to the game in teaching the collective sports games of invasion. The realization of the Pedagogical Stage and the set of activities that form this formation process, although of superior complexity, made possible an important moment of continuous formation and enrichment of the teacher.
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Keywords
Estágio pedagógico Escola Processo de ensino-aprendizagem Educação física Formação de professores Pedagogical stage School Teaching-learning process Physical education Teacher training Ensino de Educação Física nos Ensinos Básico e Secundário . Faculdade de Ciências Sociais