Relatório de estágio pedagógico em Educação Física na Escola Secundária Dona Luísa de Gusmão
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Data
2024
Autores
Coimbra, Beatriz Maria dos Santos
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Resumo
O presente documento retrata resumidamente todo o processo formativo construído e aplicado durante o estágio pedagógico de Educação Física, realizado na Escola Secundária Dona Luísa de Gusmão no ano letivo 2023/2024. Na lecionação, o foco foi o desenvolvimento das competências dos alunos, tanto a nível motor como a nível cognitivo relativamente aos conhecimentos. A turma apresentou-se com muitos problemas relativos a pré-requisitos em todas as vertentes. A formação de grupos teve um papel fundamental neste sentido, onde foram utilizados maioritariamente grupos heterogéneos, de forma que os alunos com mais dificuldades obtivessem apoio e ajuda dos colegas mais competentes. Relativamente à direção de turma, esta foi uma área difícil de trabalhar tendo em conta as divergências e as dificuldades impostas pela diretora de turma. Consegui desenvolver o projeto que incidiu sobre a sobrevivência no mar e a organizar a saída de campo que teve uma componente aquática. Os alunos participaram com interesse e mostraram capacidades de resposta sob situações de risco. Na área do desporto escolar, o trabalho foi realizado com um grupo-equipa de voleibol infantis B, onde o objetivo final seria o domínio da situação de jogo 4x4, sabendo as regras e conhecendo técnicas e estratégias para ter sucesso na matéria. O grupo inicialmente apresentou-se com muitas dificuldades em todos os momentos de jogo, tendo trabalhado muito o passe, o deslocamento para o ponto de queda da bola, o serviço por baixo e a manchete, que eram peças fundamentais para o sucesso do jogo. Por fim, o seminário foi realizado com base nos critérios de classificação do agrupamento, pois apenas existiam as referências sobre como classificar no final do terceiro período, o que levava a que os professores realizassem a classificação dos restantes livremente, sem haver consonância e acordos entre os professores sobre esta matéria. Sugeri que realizassem um documento que indicassem as referências de classificação de cada período para haver harmonia e uma classificação mais justa.
This document provides a concise overview of the entire educational process developed and implemented during the Physical Education teaching practicum, carried out at Escola Secundária Dona Luísa de Gusmão during the 2023/2024 academic year. The teaching component focused on developing students' competencies, both in terms of motor skills and cognitive understanding. The class presented significant challenges related to prerequisite knowledge and skills across all dimensions. Group formation played a fundamental role in addressing these issues, with a predominant use of heterogeneous groups. This strategy aimed to provide students with greater difficulties than the opportunity to receive support and assistance from their more proficient peers. In terms of class management, this proved to be a particularly challenging area due to the divergences and constraints imposed by the class director. Nonetheless, I was able to develop a project centered on sea survival and successfully organized a field trip with an aquatic component. Students participated actively and demonstrated the ability to respond appropriately in risky situations. Regarding extracurricular sports, I worked with a school volleyball team in the "Infantis B" category. The main objective was to achieve mastery of the 4x4 game format, including knowledge of the rules, techniques, and strategies necessary for success. Initially, the group displayed substantial difficulties in all phases of play. Intensive work was therefore carried out on passing, moving to the ball drop point, underhand serving, and forearm passing ("manchete"), all of which were essential components for success in the game. Finally, the seminar was based on the classification criteria adopted by the school cluster. At the time, only guidelines for end-of-year assessment existed, which led teachers to assess the remaining terms independently, without consistency or agreement. I proposed the creation of a document outlining the assessment criteria for each term, to promote coherence and ensure a fairer and more standardized grading process.
This document provides a concise overview of the entire educational process developed and implemented during the Physical Education teaching practicum, carried out at Escola Secundária Dona Luísa de Gusmão during the 2023/2024 academic year. The teaching component focused on developing students' competencies, both in terms of motor skills and cognitive understanding. The class presented significant challenges related to prerequisite knowledge and skills across all dimensions. Group formation played a fundamental role in addressing these issues, with a predominant use of heterogeneous groups. This strategy aimed to provide students with greater difficulties than the opportunity to receive support and assistance from their more proficient peers. In terms of class management, this proved to be a particularly challenging area due to the divergences and constraints imposed by the class director. Nonetheless, I was able to develop a project centered on sea survival and successfully organized a field trip with an aquatic component. Students participated actively and demonstrated the ability to respond appropriately in risky situations. Regarding extracurricular sports, I worked with a school volleyball team in the "Infantis B" category. The main objective was to achieve mastery of the 4x4 game format, including knowledge of the rules, techniques, and strategies necessary for success. Initially, the group displayed substantial difficulties in all phases of play. Intensive work was therefore carried out on passing, moving to the ball drop point, underhand serving, and forearm passing ("manchete"), all of which were essential components for success in the game. Finally, the seminar was based on the classification criteria adopted by the school cluster. At the time, only guidelines for end-of-year assessment existed, which led teachers to assess the remaining terms independently, without consistency or agreement. I proposed the creation of a document outlining the assessment criteria for each term, to promote coherence and ensure a fairer and more standardized grading process.
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SPORT, PHYSICAL EDUCATION, PHYSICAL EDUCATION TEACHING, CURRICULAR INTERNSHIPS, FORM TEACHERS, SCHOOL SPORTS, LEARNING, 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, APRENDIZAGEM