Relatório de práticas pedagógicas em educação física na escola primária Santa Ana
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Ainda que o valor e importância da Educação Física, para o desenvolvimento
harmonioso das crianças, seja validada cientificamente e socialmente, é sabido, que ao nível do
Primeiro Ciclo, a disciplina sofre de falta de identidade. Na Escola Primária de Santa Ana, a
disciplina é lecionada pelo professor coadjuvante. O horário reduzido (uma hora por semana) e
a inexistência de alguns materiais didáticos (balizas, patins, etc.), forçam à realização de
adaptações do currículo oriundo das Aprendizagens Essências, emanadas pela DGE. Sendo uma
escola com o ensino Pré-escolar, o planeamento, as estratégias de ensino e as progressões das
aprendizagens, são encadeadas desde o ensino dos três anos até á saída dos alunos, no quarto
ano. A atuação pedagógica, é centrada sobre três princípios, que orientam e balizam o processo
ensino-aprendizagem. O primeiro princípio, é que ‘o porque’ antecede ‘o como’. O segundo, é
que as aprendizagens podem ser classificadas pelas suas características. E o terceiro, é que a
ação pedagógica deve ser baseada no feedback positivo e interrogativo. Conclui-se que o
processo ensino-aprendizagem, é centrada no aluno, procurando explicar o ‘porquê’ das
aprendizagens, agrupando-as para agilizar o desenvolvimento cognitivo e a transferibilidade,
num clima de descoberta guiada, superação e positivismo gerado pela atuação pedagógica do
professor.
Even though the value and importance of Physical Education, for the harmonious development of children is scientifically and socially validated, it is known that, at Primary School level, the discipline suffers from a lack of identity. At Escola Primaria de Santa Ana, the discipline is lectured by an assistant teacher. The reduce schedule (one hour per week) and the absence of some materials (goals, rollerblading’s, etc.), forces an adaptation of the curriculum from ‘Aprendizagens Essências’, issued by DGE. Being a school with Pre-school education, the planning, teaching strategies and learning progressions begin at the age of three and progress until the students leave the fourth grade. The pedagogical action is centered on three principles that guide and mark the teaching-learning process. The first principle is that of ‘the why’ precedes ‘the how’. On the second, learning contents can be classified by their characteristics. The third principle is dedicated to the pedagogical action, which should be based on positive and interrogative feedback. It was concluded that the teaching-learning process is student-centered, seeking to explain ‘the why’s’ of the learning contents, grouping them to enhanced cognitive development and transferability, in a climate of guided discovery, resilience and positivism, generated by the teacher’s pedagogical intervention.
Even though the value and importance of Physical Education, for the harmonious development of children is scientifically and socially validated, it is known that, at Primary School level, the discipline suffers from a lack of identity. At Escola Primaria de Santa Ana, the discipline is lectured by an assistant teacher. The reduce schedule (one hour per week) and the absence of some materials (goals, rollerblading’s, etc.), forces an adaptation of the curriculum from ‘Aprendizagens Essências’, issued by DGE. Being a school with Pre-school education, the planning, teaching strategies and learning progressions begin at the age of three and progress until the students leave the fourth grade. The pedagogical action is centered on three principles that guide and mark the teaching-learning process. The first principle is that of ‘the why’ precedes ‘the how’. On the second, learning contents can be classified by their characteristics. The third principle is dedicated to the pedagogical action, which should be based on positive and interrogative feedback. It was concluded that the teaching-learning process is student-centered, seeking to explain ‘the why’s’ of the learning contents, grouping them to enhanced cognitive development and transferability, in a climate of guided discovery, resilience and positivism, generated by the teacher’s pedagogical intervention.
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João Jorge Comédias Henriques