Relatório de estágio pedagógico de Educação Física realizado na Escola Básica 1, 2, 3 do Bom Sucesso
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O documento que se segue apresenta as principais opções didáticas e operacionais que foram executadas e refletidas ao longo do Estágio Pedagógico, realizado na Escola Básica 1, 2, 3 do Bom Sucesso, nas quatro áreas que o compõem: Lecionação, Direção de Turma numa turma de nono ano, Desporto Escolar na modalidade de ténis de mesa e Seminário, que procurou trazer benefícios para o Grupo de Educação Física relativamente à avaliação dos Jogos Desportivos Coletivos. O desenvolvimento dos alunos foi o foco desta intervenção, que se baseou num modelo de planeamento progressivo, dividido em etapas. Na área da Lecionação, através da avaliação inicial, prognosticou-se as metas a alcançar com os mesmos, atendendo às suas prioridades, tratando-se estas de matérias nas quais apresentaram maiores dificuldades ou nas quais estavam perto de atingir os seus objetivos e, também, o sucesso na disciplina. Ao longo do ano e visando a progressão dos alunos, a realização de uma avaliação contínua revelou-se fundamental no reajuste dos objetivos e na formação de grupos de trabalho. Na área da Direção de Turma, para além do apoio direto à Diretora de Turma, foi desenvolvido um projeto interdisciplinar que passava pela pesquisa de informação acerca das recomendações para um estilo de vida ativo, nas quais se incluíam a atividade física, a alimentação e o repouso, e que posteriormente, foram transmitidas aos alunos do primeiro ciclo. Assim, pretendeu-se trabalhar as capacidades de comunicação e a independência dos alunos, ao mesmo tempo que se cultivavam hábitos de alimentação e atividade física saudáveis. Na área do Desporto Escolar, foi realizada uma avaliação inicial, à semelhança do que aconteceu na Lecionação, com o intuito de traçar metas de aprendizagem individualizadas para cada aluno, as quais foram trabalhadas através da realização de jogos desde a primeira etapa de aprendizagem, tal como preconiza o método francês de aprendizagem de Ténis de Mesa. Relativamente ao Seminário, foi realizada uma dinâmica na qual o Grupo de Educação Física assistiu a clips de vídeos de situações de avaliação de Andebol e Futebol com intuito de se realizar um debate acerca das avaliações realizadas utilizando uma nova proposta de instrumento de avaliação.
The following document presents a set of didactic and operational options that were implemented and reflected upon throughout the Pedagogical Internship, carried out at Escola Básica 1, 2, 3 do Bom Sucesso, in the four areas that comprise it: Teaching, Class Management in a ninth grade class; School Sports in the form of table tennis and Seminar seeking to bring benefits to the Physical Education Group regarding the evaluation of Collective Sports Games. This intervention was modeled on staged planning and focused on student progression. In the area of Teaching, through the initial assessment of students' abilities, goals to be achieved with students were predicted based on their priorities. These can be subjects where they presented greater difficulties or where they were closer to reach not only their specific objectives but also the success in the subject. Throughout the year and bearing in mind the student progression, carrying out continuous assessment proved to be fundamental in readjusting objectives and forming working groups. In the area of Class Management, in addition to direct support to the Class Director, an interdisciplinary project that involved researching information about recommendations for an active lifestyle was developed. It included physical activity, nutrition and rest, and was later transmitted to the first cycle students. Thus, the aim was to improve students' communication and independence skills, in addition to promoting eating habits and physical activity. In the area of School Sports, an initial assessment was carried out, similar to what happened in Teaching, in order to predict specific objectives for each student, which were worked on through games from the first stage of learning, such as claimed by the French method of learning Table Tennis. Regarding the Seminar, a dynamic was held in which the Physical Education Group watched video clips of Handball and Football assessment situations in order to hold a debate about the assessments carried out, starting from the global to the individual, from the game to the student, using a new assessment instrument.
The following document presents a set of didactic and operational options that were implemented and reflected upon throughout the Pedagogical Internship, carried out at Escola Básica 1, 2, 3 do Bom Sucesso, in the four areas that comprise it: Teaching, Class Management in a ninth grade class; School Sports in the form of table tennis and Seminar seeking to bring benefits to the Physical Education Group regarding the evaluation of Collective Sports Games. This intervention was modeled on staged planning and focused on student progression. In the area of Teaching, through the initial assessment of students' abilities, goals to be achieved with students were predicted based on their priorities. These can be subjects where they presented greater difficulties or where they were closer to reach not only their specific objectives but also the success in the subject. Throughout the year and bearing in mind the student progression, carrying out continuous assessment proved to be fundamental in readjusting objectives and forming working groups. In the area of Class Management, in addition to direct support to the Class Director, an interdisciplinary project that involved researching information about recommendations for an active lifestyle was developed. It included physical activity, nutrition and rest, and was later transmitted to the first cycle students. Thus, the aim was to improve students' communication and independence skills, in addition to promoting eating habits and physical activity. In the area of School Sports, an initial assessment was carried out, similar to what happened in Teaching, in order to predict specific objectives for each student, which were worked on through games from the first stage of learning, such as claimed by the French method of learning Table Tennis. Regarding the Seminar, a dynamic was held in which the Physical Education Group watched video clips of Handball and Football assessment situations in order to hold a debate about the assessments carried out, starting from the global to the individual, from the game to the student, using a new assessment instrument.