Relatório de Estágio Pedagógico realizado na Escola Básica de Telheiras
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Data
2023
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A reflexão e o balanço feito neste documento relatam o estágio pedagógico para
concluir o curso Mestrado em Ensino da Educação Física nos Ensinos Básicos e Secundários.
Na lecionação, apesar de ter instalações com bastantes limitações, conseguiu-se
aplicar as orientações dos programas em termos de diferenciação do ensino, o plano por
etapas e aulas por áreas. Realça-se também a aprendizagem cooperativa entre os alunos mais
capacitados e os alunos com maiores dificuldades. No Professor a Tempo Inteiro, foi muito
clara a necessária distinção de autonomia e intensidade entre as aulas do 9.º ano e do 5º,6º e 7º
ano de escolaridade, e o uso deste momento como autoavaliação do meu papel docente.
Na área da direção de turma, o início do ano letivo foi muito marcado por conflitos
entre os alunos e de comportamentos perturbadores nas aulas. Como estratégia de
aproximação da turma e estabelecimento de uma relação de confiança e amizade com os
alunos mais problemáticos, iniciei uma intervenção de animação durante os intervalos, através
da prática desportiva (Basquetebol), que levou uma melhoria na nossa relação, melhorando a
capacidade de intervenção de correção dos comportamentos com benefícios para a turma toda.
Este procedimento foi consumado, aprofundado e confirmado na saída de campo.
No desporto escolar, intervim no núcleo de Voleibol, onde houve praticamente dois
grupos distintos no que toca a capacidades e desenvolvimento, daí muito do planeamento, das
intervenções, dos objetivos serem distintos para diferentes alunos e grupos de alunos, dando
assim uma diferenciação do ensino nesta área de estágio. Estrategicamente optei por,
internamente, promover maior número de situações de jogo formal, jogo este que apresenta
diferentes problemas que somente a competição pode oferecer, dando assim mais
oportunidades de prática aos grupos de alunos, do nível Introdutório para que aplicassem
aquilo que aprenderam durante os treinos e do nível Elementar para que pusessem em prática
o que treinaram, mas também para que identificassem os seus próximos desafios.
O meu seminário foca as orientações dos programas Nacionais de Educação Física
(PNEF) na área dos conhecimentos. Estudamos e prepusemos formas de trabalho
interdisciplinares nos conselhos de turma para a abordagem teórica dos conhecimentos, que
não são apenas da EF, mas sim transversais as outras disciplinas. Estas propostas foram
consideradas nos diversos ciclos pelos professores de EF de todas as escolas do agrupamento.
Palavras-chave: Educação Física; Ensino; Aprendizagem; Lecionação; Direção de Turma;
Desporto Escolar; Seminário.
The reflection and balance made in this document report the pedagogical internship to complete the Master's course in Physical Education Teaching in Basic and Secondary Education. In teaching, despite having facilities with many limitations, it was possible to apply the guidelines of the programs in terms of teaching differentiation, the plan by stages and classes by area. Cooperative learning between the most capable students and students with greater difficulties is also highlighted. In the Full-Time Teacher, the necessary distinction of autonomy and intensity between 9th grade and 5th, 6th and 7th grade classes was very clear, and the use of this moment as a self-assessment of my teaching role. In the area of class management, the beginning of the school year was marked by conflicts between students and disruptive behavior in class. As a strategy to approach the class and establish a relationship of trust and friendship with the most problematic students, I started an intervention of animation during the intervals, through sports (Basketball), which led to an improvement in our relationship, improving the ability to intervention to correct behaviors with benefits for the whole class. This procedure was completed, deepened and confirmed at the field trip. In school sports, I intervened in the Volleyball nucleus, where there were practically two distinct groups in terms of skills and development, hence a lot of the planning, interventions, objectives are different for different students and groups of students, thus giving a differentiation of teaching. in this internship area. Strategically, I chose, internally, to promote a greater number of formal game situations, a game that presents different problems that only competition can offer, thus giving more practice opportunities to groups of students, from the Introductory level, to apply what they learned during the training sessions and the Elementary level so that they could put into practice what they had trained, but also so that they could identify their next challenges. My seminar focuses on the guidelines of the National Physical Education programs in the area of knowledge. We studied and proposed interdisciplinary ways of working in class councils for the theoretical approach of knowledge, which is not just PE, but transversal to other disciplines. These proposals were considered in the different cycles by PE teachers from all schools in the cluster. Keywords: Physical Education; Teaching; Learning; Teaching; Class Direction; School Sports; Seminar.
The reflection and balance made in this document report the pedagogical internship to complete the Master's course in Physical Education Teaching in Basic and Secondary Education. In teaching, despite having facilities with many limitations, it was possible to apply the guidelines of the programs in terms of teaching differentiation, the plan by stages and classes by area. Cooperative learning between the most capable students and students with greater difficulties is also highlighted. In the Full-Time Teacher, the necessary distinction of autonomy and intensity between 9th grade and 5th, 6th and 7th grade classes was very clear, and the use of this moment as a self-assessment of my teaching role. In the area of class management, the beginning of the school year was marked by conflicts between students and disruptive behavior in class. As a strategy to approach the class and establish a relationship of trust and friendship with the most problematic students, I started an intervention of animation during the intervals, through sports (Basketball), which led to an improvement in our relationship, improving the ability to intervention to correct behaviors with benefits for the whole class. This procedure was completed, deepened and confirmed at the field trip. In school sports, I intervened in the Volleyball nucleus, where there were practically two distinct groups in terms of skills and development, hence a lot of the planning, interventions, objectives are different for different students and groups of students, thus giving a differentiation of teaching. in this internship area. Strategically, I chose, internally, to promote a greater number of formal game situations, a game that presents different problems that only competition can offer, thus giving more practice opportunities to groups of students, from the Introductory level, to apply what they learned during the training sessions and the Elementary level so that they could put into practice what they had trained, but also so that they could identify their next challenges. My seminar focuses on the guidelines of the National Physical Education programs in the area of knowledge. We studied and proposed interdisciplinary ways of working in class councils for the theoretical approach of knowledge, which is not just PE, but transversal to other disciplines. These proposals were considered in the different cycles by PE teachers from all schools in the cluster. Keywords: Physical Education; Teaching; Learning; Teaching; Class Direction; School Sports; Seminar.
Descrição
Orientação: João Jorge Comédias Henriques
Palavras-chave
MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, DESPORTO, SPORT, EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION, ENSINO DA EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION TEACHING, DIRETORES DE TURMA, FORM TEACHERS, DESPORTO ESCOLAR, SCHOOL SPORTS, APRENDIZAGEM, LEARNING