Relatório de estágio pedagógico de Educação Física realizado na Escola Básica de Vale Rosal
Miniatura indisponível
Data
2023
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O presente relatório reflete sobre o trabalho desenvolvido enquanto estagiário nas 4 áreas
de intervenção no Estágio Pedagógico, 1. Lecionação; 2. Direção de turma; 3. Desporto Escolar
e 4. Seminário.
Na Lecionação, enquanto responsável pelo 8º C, consegui a progressão da maioria dos
alunos nas diversas matérias. Analisando as matérias prioritárias, sendo uma turma composta por
raparigas na sua maioria, o Futebol era uma matéria de aversão, ainda assim consegui envolver
as alunas e progredir nas aprendizagens na matéria. No Voleibol, com a pandemia e atendendo
ao tempo que os alunos tiveram em contacto com a matéria no 2º ciclo, conseguimos melhorias
significativas nas aprendizagens de todos os alunos. Na Ginástica de Solo existiram melhorias
nas aprendizagens dos alunos, ainda assim, considero que a incontinuidade dos estímulos
condicionou as aprendizagens na matéria.
Durante todo o estágio tive a oportunidade de melhorar as técnicas de instrução, clima e
gestão da aula nas aulas do meu orientador através do microensino.
No Professor a Tempo inteiro, tive a oportunidade de lecionar uma turma de todos os
Professores do DEF e a todos os ciclos de estudo, desde o 1º ciclo ao 3º ciclo. Tratámos de novas
matérias, como as danças tradicionais e sociais nas diversas turmas. Foi também no Professor a
tempo inteiro que confirmei que a forma de instrução, as técnicas de clima e de gestão da aula
são diferentes consoante os alunos/turma que temos à nossa frente.
Além disso, realço o meu contributo para o desenvolvimento da cooperação entre os
alunos da turma, no desenvolvimento de competências de comunicação e de transmissão do
conhecimento através de um clima de cooperação e dos grupos heterogéneos, alcançando
melhorias nas relações entre os alunos. Implementei o Projeto ‘10000 passos por dia’, relacionado
com as diretrizes da Organização Mundial de Saúde. Este projeto tinha como objetivo de
promover o interesse da realização de atividade física, de instruir os alunos com
ferramentas/conhecimento para que pudessem autorregular a sua atividade física. Consegui o
empenho de alguns alunos que depois das aulas faziam questão de mostrar-me o pedómetro no
telemóvel para eu confirmar que tinham cumprido os desafios.
Através deste projeto e com o desempenho demonstrado por um aluno, decidi ajudá-lo
pessoalmente a perder peso. Consegui que o aluno criasse um gosto pela prática de atividade
fisica e a adotar hábitos de alimentação saudável.
Na Direção de turma cumpri e auxiliei nas tarefas do cargo, interagindo com os alunos,
professores e EE em situações pontuais. Em relação aos alunos, realizei uma Assembleia de
Turma em que o objetivo era apresentarem sugestões de melhorias ou problemas que sentiam
dentro da comunidade educativa e em conjunto com a DT organizamos uma palestra com a
Psicologia da Escola com a temática: Problemáticas na adolescência. Em relação aos encarregados de educação e aos professores do concelho de turma, implementei o Projeto
‘Desporto em Comunidade’, onde utilizei as caminhadas do Desporto Escolar - Comunidades
para melhorar a ligação entre os pais e os professores. A maior adesão ao projeto foram os alunos
da minha turma, ainda assim consegui a participação de alguns encarregados de educação nas
caminhadas.
Ao nível dos Projetos de Domínio de Autonomia Curricular (DAC) do Projeto Educativo
do Agrupamento, realizei 2 projetos interdisciplinares. O primeiro com a disciplina de
Matemática, onde forneci os dados do Fitescola dos alunos para tratamento estatístico e o
segundo, com a disciplina de História, onde realizei uma apresentação sobre ‘A dimensão
sociocultural do Desporto’ com o objetivo de compreender o papel do fenómeno desde a Grécia
antiga até à sociedade moderna.
A saída de campo foi organizada entre as turmas do núcleo de estágio e uma turma da
Escola João de Barros. No âmbito do ensino recíproco e da multidisciplinariedade, organizamos
um dia de multiactividades, com escalada, uma caminhada da Escola até à Praia das Pontas dos
Corvos, onde os alunos poderiam realizar Tiro com Arco, Canoagem, Voleibol Sentado, Ultimate
Frisbee, Oricones, com desafios de outras disciplinas e o Jogo da petanca.
No Desporto Escolar, assumi o grupo-equipa do Padel, caracterizado por alunos que não
tinham experiência na modalidade, verificando melhorias significativas nos alunos mais assíduos
ao longo do ano. Não tendo qualquer contacto com a modalidade, criei um instrumento de
avaliação que me permitiu avaliar para ensinar ao grupo equipa. Além disso, assumi a organização
dos três Encontros de Padel Escolar, regional e distrital, com a realização dos rankings, matrizes
de competição e as respetivas fichas de jogo. Como NE estivemos envolvidos na organização de
atividades do plano de anual de atividades do Departamento. Desde à realização de matrizes de
competição em algumas modalidades, arbitragem, realizar e exposição das classificações
escolares.
No Seminário, estudei o tema ‘Instrumentos de Avaliação Autêntica em Educação
Física’, utilizando o meu trabalho do Padel como um exemplo diferente de uma grelha de
observação, partindo do jogo para as partes. A proposta que elaborei após apresentação foi alvo
de discussão entre o departamento de Educação Física e considero, pelo feedback obtido que
representou um contributo relevante, sobre uma matéria nova e questão pertinente que é a
avaliação em Educação Física.
This report reflects on my interventions as a Physical Education intern-teacher in the 4 areas of the Pedagogical Internship, 1. Teaching; 2. Classroom management; 3. School Sports and 4. Seminar. In Teaching, I was responsible for students of an 8th grade class, through the year managed to see progress in most students in the various subjects of Physical Education. Analysing the priority subjects, being a class composed mostly by girls, Football was an aversion subject, despite of that manner I managed to involve students and progress in their learnings. In Volleyball, with the pandemic and given the time students had contact with the subject in previous years, we achieved significant improvements in all students. In Floor Gymnastics there were improvements in student's learning’s, but I believe that the students needed more time in Gymnastics. The incontinence of the stimulus by the rotation map and some PE Department decisions conditioned the learnings in this subject. Throughout micro-teaching situations in my advisor’s classes I had the opportunity to improve instructional techniques, build positive environment and class management skills. In the week of Full Time Teacher, I had the opportunity to teach in all the other PE teacher’s classes, reaching all study cycles in the school, from the 1st cycle to the 3rd cycle. In that week students experienced subjects that they normally don’t work with their head teacher, such as dance, traditional and social. It was also in this week that I confirmed that the form of instruction, the environment and class management techniques are different depending on the students/class we have in front of us. Furthermore, it’s important to refer my contribution to the development of cooperation between the students in my Teaching class, in the development of communication and transmission skills through a cooperation environment and heterogeneous groups, achieving improvements in the relationships between students. I implemented the ‘10000 steps a day’ Project, related to the guidelines of the World Health Organization. This project aimed to promote the interest in physical activity, to instruct students with tools/knowledge so that they could self regulate their physical activity. Overall, some students got committed, after classes they insisted on showing me the pedometer on their cell phones so that I could confirm that they had finish the challenges. Through this project and with the performance demonstrated by one student, I decided to personally help him lose weight. I managed to get the student to develop active habits regarding his physical activity and to adopt healthy eating habits. In the Class Management I fulfilled and helped the Class Director in her tasks, interacting with students, teachers, and their parents in some situations. Regarding the students, I held a Class Assembly which the goal was to present suggestions for improvements or problems they felt within the educational community and together with DT, we organized a lecture with School Psychology with the theme: Problems in adolescence. Regarding the parents and teachers of the class council, I implemented the ‘Sports in Community’ Project, where I used the School Sports - Communities walks to improve the connection between parents and teachers. The biggest adhesion to the project was the students of my classroom, even so I managed to get some parents to participate in the walks. Regards the Curricular Autonomy Domain Projects (DAC), I carried out 2 interdisciplinary projects. The first with the discipline of Mathematics, where I provided the students' Fitescola data for statistical treatment and the second, with the discipline of History, where I made a presentation on ‘The sociocultural dimension of Sports’ aiming for the understanding of the sports phenomenon from ancient Greece to modern society. The field trip was organized between classes of the internship nucleus and a class from Escola João de Barros. Within the scope of reciprocal teaching and multidisciplinarity, we organized a day of multi-activities, with climbing, a walk from the School to Praia das Pontas dos Corvos, where students could practice Archery, Canoeing, Sitting Volleyball, Ultimate Frisbee, Oricones, with some challenges from other disciplines and the traditional game of petanque. In Sports School, I took over the Padel team-group, characterized by students who had no experience in the sport, verifying significant improvements in most of the assiduous students throughout the year. Having no contact with the sport, I created an evaluation tool that allowed me to find their learning needs and teach the team group. In addition, I took over the organization of the three Regional and District School Padel Meetings, carrying out the rankings, competition matrices, the respective game sheets and on the Meettings Day’s I assign duties to all the teachers, and I was responsible for a Court. As an internship nucleus we were involved in organizing the activities of the Department's annual activity plan. From the realization of competition matrices in some modalities, arbitration duties and creating posters to exhibit student’s/class performance on the school competitions. At the Seminar, I studied the topic ‘Authentic Evaluation Instruments in Physical Education’, using my Padel work as a different example of an observation grid, first evaluating the game that students are producing, then analyse the students that stands out, negatively or positively to define their learning needs. My proposal after the presentation was subject of discussion between the Department of Physical Education and I consider, based on the feedback obtained, that it represented a relevant contribution, on a new PE subject that wasn’t on the Initial Evaluation Protocol and a relevant issue that is the Evaluation in Physical Education Subject.
This report reflects on my interventions as a Physical Education intern-teacher in the 4 areas of the Pedagogical Internship, 1. Teaching; 2. Classroom management; 3. School Sports and 4. Seminar. In Teaching, I was responsible for students of an 8th grade class, through the year managed to see progress in most students in the various subjects of Physical Education. Analysing the priority subjects, being a class composed mostly by girls, Football was an aversion subject, despite of that manner I managed to involve students and progress in their learnings. In Volleyball, with the pandemic and given the time students had contact with the subject in previous years, we achieved significant improvements in all students. In Floor Gymnastics there were improvements in student's learning’s, but I believe that the students needed more time in Gymnastics. The incontinence of the stimulus by the rotation map and some PE Department decisions conditioned the learnings in this subject. Throughout micro-teaching situations in my advisor’s classes I had the opportunity to improve instructional techniques, build positive environment and class management skills. In the week of Full Time Teacher, I had the opportunity to teach in all the other PE teacher’s classes, reaching all study cycles in the school, from the 1st cycle to the 3rd cycle. In that week students experienced subjects that they normally don’t work with their head teacher, such as dance, traditional and social. It was also in this week that I confirmed that the form of instruction, the environment and class management techniques are different depending on the students/class we have in front of us. Furthermore, it’s important to refer my contribution to the development of cooperation between the students in my Teaching class, in the development of communication and transmission skills through a cooperation environment and heterogeneous groups, achieving improvements in the relationships between students. I implemented the ‘10000 steps a day’ Project, related to the guidelines of the World Health Organization. This project aimed to promote the interest in physical activity, to instruct students with tools/knowledge so that they could self regulate their physical activity. Overall, some students got committed, after classes they insisted on showing me the pedometer on their cell phones so that I could confirm that they had finish the challenges. Through this project and with the performance demonstrated by one student, I decided to personally help him lose weight. I managed to get the student to develop active habits regarding his physical activity and to adopt healthy eating habits. In the Class Management I fulfilled and helped the Class Director in her tasks, interacting with students, teachers, and their parents in some situations. Regarding the students, I held a Class Assembly which the goal was to present suggestions for improvements or problems they felt within the educational community and together with DT, we organized a lecture with School Psychology with the theme: Problems in adolescence. Regarding the parents and teachers of the class council, I implemented the ‘Sports in Community’ Project, where I used the School Sports - Communities walks to improve the connection between parents and teachers. The biggest adhesion to the project was the students of my classroom, even so I managed to get some parents to participate in the walks. Regards the Curricular Autonomy Domain Projects (DAC), I carried out 2 interdisciplinary projects. The first with the discipline of Mathematics, where I provided the students' Fitescola data for statistical treatment and the second, with the discipline of History, where I made a presentation on ‘The sociocultural dimension of Sports’ aiming for the understanding of the sports phenomenon from ancient Greece to modern society. The field trip was organized between classes of the internship nucleus and a class from Escola João de Barros. Within the scope of reciprocal teaching and multidisciplinarity, we organized a day of multi-activities, with climbing, a walk from the School to Praia das Pontas dos Corvos, where students could practice Archery, Canoeing, Sitting Volleyball, Ultimate Frisbee, Oricones, with some challenges from other disciplines and the traditional game of petanque. In Sports School, I took over the Padel team-group, characterized by students who had no experience in the sport, verifying significant improvements in most of the assiduous students throughout the year. Having no contact with the sport, I created an evaluation tool that allowed me to find their learning needs and teach the team group. In addition, I took over the organization of the three Regional and District School Padel Meetings, carrying out the rankings, competition matrices, the respective game sheets and on the Meettings Day’s I assign duties to all the teachers, and I was responsible for a Court. As an internship nucleus we were involved in organizing the activities of the Department's annual activity plan. From the realization of competition matrices in some modalities, arbitration duties and creating posters to exhibit student’s/class performance on the school competitions. At the Seminar, I studied the topic ‘Authentic Evaluation Instruments in Physical Education’, using my Padel work as a different example of an observation grid, first evaluating the game that students are producing, then analyse the students that stands out, negatively or positively to define their learning needs. My proposal after the presentation was subject of discussion between the Department of Physical Education and I consider, based on the feedback obtained, that it represented a relevant contribution, on a new PE subject that wasn’t on the Initial Evaluation Protocol and a relevant issue that is the Evaluation in Physical Education Subject.
Descrição
Orientação: Mário Luís Castro Guimarães
Palavras-chave
MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION, ENSINO DA EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION TEACHING, DESPORTO ESCOLAR, SCHOOL SPORTS, RELATÓRIOS DE ESTÁGIO, INTERNSHIP REPORTS