Relatório de estágio pedagógico em educação física no Colégio Valsassina
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2024
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O presente relatório retrata todos os procedimentos, decisões tomadas e balanços em todas as áreas, durante o Estágio Pedagógico em Educação Física, realizado no Colégio Valsassina. O documento está segmentado em 4 áreas sendo estas, a Lecionação, a Direção de Turma, o Desporto Escolar e o Seminário. Na área da Lecionação, foi possível observar um avanço notável nas aprendizagens prioritárias dos alunos, particularmente na melhoria da aptidão física, para as quais o projeto “Atividade Física no Dia-à-Dia” contribuiu significativamente para o cumprimento dos valores de referência nos testes FITescola realizado pelos alunos. Através do projeto Professor a Tempo Inteiro, tive oportunidade de lecionar a várias turmas de anos diferentes, onde foi possível observar melhorias na adequação das diferentes matérias e intervenções aos diferentes anos de escolaridade e, através das várias aulas em contextos diferentes, poder praticar a minha intervenção ao nível do feedback. Na área da Direção de Turma, a intervenção pedagógica focou-se na inclusão social, tendo a implementação do projeto “Inclusão de Pessoas com Necessidades Especiais na AF” sido essencial, já que permitiu aos alunos conhecerem e experienciarem as diferentes dificuldades destas pessoas ao realizarem as diferentes AF implementadas. O projeto possibilitou também, ir de encontro aos objetivos implementados na Saída de Campo, na qual os alunos realizaram atividades, juntamente com pessoas com necessidades especiais, tendo esta sido rica em momentos solidários, cooperativos e inclusivos. Na área do Desporto Escolar, foi-me atribuído a equipa de Voleibol do escalão de iniciadas. Defini o modelo de competições internas e tive como objetivo, através de uma rotina competitiva em parceria com várias escolas, melhorar a aprendizagem dos alunos e para isso, o projeto “Competição para o sucesso” foi fundamental. Na área do Seminário, concentrei-me na “Implementação da Orientação nas Aulas de Educação Física e Geografia”. Apresentei sugestões e propostas, não apenas sobre como incorporar a Orientação no Plano Plurianual do colégio, integrado com a Geografia, mas também sobre a instalação de pontos fixos, tanto nas instalações escolares como numa área verde adjacente. O projeto teve o intuito de, através dos objetivos comuns entre a Educação Física e a Geografia ao nível da Orientação, promover uma interdisciplinaridade, através da realização de diversos percursos. Palavras-chaves: Atividade Física, Aptidão Física, Inclusão social, Cooperação; Competição; Orientação; Interdisciplinaridade
The present report portrays all procedures, decisions made, and balances in all areas during the Pedagogical Internship in Physical Education carried out at Valsassina School. The document is segmented into 4 areas, namely Teaching, Class Management, School Sports, and Seminar. In the Teaching area, a notable advancement in students' priority learnings was observed, particularly in the improvement of physical fitness, to which the "Physical Activity in Day-to-Day Life" project contributed significantly to achieving reference values in FITescola tests conducted by students. Through the Full-Time Teacher project, I had the opportunity to teach various classes in different years, where improvements in adapting different subjects and interventions to different grade levels were observed. Through various classes in different contexts, I could practice my intervention in terms of feedback. In the area of Class Direction, pedagogical intervention focused on social inclusion, with the implementation of the "Inclusion of People with Special Needs in PE" project being essential. It allowed students to understand and experience the different difficulties these people face when participating in the implemented physical activities. The project also made it possible to meet the objectives set in the Field Trip, where students engaged in activities with people with special needs, resulting in rich moments of solidarity, cooperation, and inclusivity. In the School Sports area, I was assigned the volleyball team in the beginner’s category. I defined the model for internal competitions and aimed, through a competitive routine in partnership with various schools, to improve students' learning. The "Competition for Success" project was fundamental for this purpose. In the Seminar area, I focused on the "Implementation of Orienteering in Physical Education and Geography Classes". I presented suggestions and proposals not only on how to incorporate Orienteering into the school's Multi-Year Plan, integrated with Geography, but also on the installation of fixed points, both in school facilities and in an adjacent green area. The project aimed to promote interdisciplinarity through common goals between Physical Education and Geography in Orienteering, by conducting various courses. Keywords: Physical Activity, Physical Fitness, Social Inclusion, Cooperation, Competition, Orienteering, Interdisciplinarity.
The present report portrays all procedures, decisions made, and balances in all areas during the Pedagogical Internship in Physical Education carried out at Valsassina School. The document is segmented into 4 areas, namely Teaching, Class Management, School Sports, and Seminar. In the Teaching area, a notable advancement in students' priority learnings was observed, particularly in the improvement of physical fitness, to which the "Physical Activity in Day-to-Day Life" project contributed significantly to achieving reference values in FITescola tests conducted by students. Through the Full-Time Teacher project, I had the opportunity to teach various classes in different years, where improvements in adapting different subjects and interventions to different grade levels were observed. Through various classes in different contexts, I could practice my intervention in terms of feedback. In the area of Class Direction, pedagogical intervention focused on social inclusion, with the implementation of the "Inclusion of People with Special Needs in PE" project being essential. It allowed students to understand and experience the different difficulties these people face when participating in the implemented physical activities. The project also made it possible to meet the objectives set in the Field Trip, where students engaged in activities with people with special needs, resulting in rich moments of solidarity, cooperation, and inclusivity. In the School Sports area, I was assigned the volleyball team in the beginner’s category. I defined the model for internal competitions and aimed, through a competitive routine in partnership with various schools, to improve students' learning. The "Competition for Success" project was fundamental for this purpose. In the Seminar area, I focused on the "Implementation of Orienteering in Physical Education and Geography Classes". I presented suggestions and proposals not only on how to incorporate Orienteering into the school's Multi-Year Plan, integrated with Geography, but also on the installation of fixed points, both in school facilities and in an adjacent green area. The project aimed to promote interdisciplinarity through common goals between Physical Education and Geography in Orienteering, by conducting various courses. Keywords: Physical Activity, Physical Fitness, Social Inclusion, Cooperation, Competition, Orienteering, Interdisciplinarity.
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SPORT, PHYSICAL EDUCATION, INTERNSHIP REPORTS, PHYSICAL ACTIVITY, COOPERATIVE LEARNING, COOPERATION, SOCIAL INCLUSION, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, DESPORTO, EDUCAÇÃO FÍSICA, RELATÓRIOS DE ESTÁGIO, ATIVIDADE FÍSICA, APRENDIZAGEM COOPERATIVA, COOPERAÇÃO, INCLUSÃO SOCIAL, Mestrado em Ensino da Educação Física nos Ens. Básico e Secundário