Relatório de estágio pedagógico em Educação Física na Escola Secundária Seomara da Costa Primo
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2025
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O presente relatório surge no âmbito da obtenção do grau de Mestre em Ensino da Educação Física nos Ensinos Básico e Secundário, e sintetiza o trabalho desenvolvido nas áreas de Lecionação, Direção de Turma, Desporto Escolar e Seminário. Na Lecionação, foi analisada a dinâmica de grupo no contexto da disciplina de Educação Física, com recurso à aplicação de um sociograma. Através deste instrumento, identificaram-se padrões de exclusão e preferência, permitindo delinear estratégias pedagógicas orientadas para a promoção da coesão e da inclusão. A intervenção incluiu atividades cooperativas que fomentaram a empatia, o respeito e a colaboração entre os alunos. Na Direção de Turma, foi desenvolvido um projeto centrado na coesão de grupo e nas relações interpessoais dentro da sala de aula. A aplicação do questionário GEQ (Group Environment Questionnaire) possibilitou um diagnóstico inicial, seguido de uma intervenção com base em metodologias de aprendizagem cooperativa. A evolução das dinâmicas de grupo foi acompanhada por momentos de reflexão, estratégias inclusivas e jogos cooperativos, verificando-se melhorias significativas na integração e no envolvimento dos alunos. No Desporto Escolar, a intervenção incidiu sobre o escalão de Iniciados Masculinos de Voleibol, com foco no desenvolvimento da precisão do serviço por cima. O trabalho foi conduzido ao longo de dez semanas, com estímulo bimensal e análise estatística dos progressos. A aplicação de treinos e exercícios específicos demonstrou ganhos na consistência técnica e na eficácia do gesto técnico estudado. No Seminário, o projeto teve como tema central a Avaliação Aferida nos Jogos Desportivos Coletivos. Com base na recolha de dados junto dos professores do grupo de Educação Física, foram analisadas práticas avaliativas, evidenciando-se a importância da avaliação autêntica em contexto de jogo. A sessão prática incluiu a análise coletiva de situações de jogo gravadas a diferentes turmas da escola, promovendo a reflexão sobre critérios comuns de avaliação.
This report was developed within the scope of the Master's Degree in Physical Education Teaching in Basic and Secondary Education, and it summarizes the work carried out in the areas of Teaching Practice, Class Tutoring, School Sports and Seminar. In the Teaching Practice component, group dynamics in Physical Education classes were analysed through the application of a sociogram. This instrument made it possible to identify patterns of exclusion and preference, allowing the design of pedagogical strategies aimed at promoting cohesion and inclusion. The intervention included cooperative activities that fostered empathy, respect, and collaboration among students. In the Class Tutoring area, a project was developed focusing on group cohesion and interpersonal relationships within the classroom. The application of the GEQ (Group Environment Questionnaire) enabled an initial diagnosis, followed by an intervention based on cooperative learning methodologies. The evolution of group dynamics was accompanied by moments of reflection, inclusive strategies and cooperative games, resulting in significant improvements in student integration and engagement. In School Sports, the intervention focused on the Under-15 Boys’ Volleyball team, with the goal of developing the precision of the overhand serve. The work was conducted over ten weeks, with bimonthly stimulus and statistical analysis of progress. The use of structured training and specific drills demonstrated gains in technical consistency and in the effectiveness of the skill under study. In the Seminar project, the central topic was Authentic Assessment in Team Sports. Based on data collected from Physical Education teachers, assessment practices were analysed, highlighting the relevance of authentic evaluation in real game contexts. The practical session involved collective analysis of recorded game situations from different school classes, fostering reflection on shared assessment criteria.
This report was developed within the scope of the Master's Degree in Physical Education Teaching in Basic and Secondary Education, and it summarizes the work carried out in the areas of Teaching Practice, Class Tutoring, School Sports and Seminar. In the Teaching Practice component, group dynamics in Physical Education classes were analysed through the application of a sociogram. This instrument made it possible to identify patterns of exclusion and preference, allowing the design of pedagogical strategies aimed at promoting cohesion and inclusion. The intervention included cooperative activities that fostered empathy, respect, and collaboration among students. In the Class Tutoring area, a project was developed focusing on group cohesion and interpersonal relationships within the classroom. The application of the GEQ (Group Environment Questionnaire) enabled an initial diagnosis, followed by an intervention based on cooperative learning methodologies. The evolution of group dynamics was accompanied by moments of reflection, inclusive strategies and cooperative games, resulting in significant improvements in student integration and engagement. In School Sports, the intervention focused on the Under-15 Boys’ Volleyball team, with the goal of developing the precision of the overhand serve. The work was conducted over ten weeks, with bimonthly stimulus and statistical analysis of progress. The use of structured training and specific drills demonstrated gains in technical consistency and in the effectiveness of the skill under study. In the Seminar project, the central topic was Authentic Assessment in Team Sports. Based on data collected from Physical Education teachers, assessment practices were analysed, highlighting the relevance of authentic evaluation in real game contexts. The practical session involved collective analysis of recorded game situations from different school classes, fostering reflection on shared assessment criteria.
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SPORT, PHYSICAL EDUCATION, PHYSICAL EDUCATION TEACHING, CURRICULAR INTERNSHIPS, FORM TEACHERS, SCHOOL SPORTS, GROUP DYNAMICS, COOPERATIVE LEARNING, TEAM SPORTS, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, DESPORTO, EDUCAÇÃO FÍSICA, ENSINO DA EDUCAÇÃO FÍSICA, ESTÁGIOS CURRICULARES, DIRETORES DE TURMA, DESPORTO ESCOLAR, DINÂMICA DE GRUPOS, APRENDIZAGEM COOPERATIVA, DESPORTOS COLETIVOS