Relatório de estágio pedagógico de educação física na Escola Secundária da Portela
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2020
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O presente documento reflete, de forma critica e propositiva, a minha intervencao
enquanto docente de Educacao Fisica na Escola Secundaria da Portela em 4 areas de
intervencao: lecionacao, desporto escolar, direcao de turma e seminarios.
No que diz respeito a lecionacao, considero relevante salientar as estrategias aplicadas
na area da aptidao fisica, incitando nao so os alunos a trabalhar de forma autonoma, como
preparando os mesmos para a manutencao dos seus niveis de atividade fisica fora do contexto
escolar, tal como expresso nas finalidades dos PNEF. Quer isto dizer que, ao longo do ano
letivo cada aluno construiu o seu plano individual de treino tendo em conta as suas necessidades
e possibilidades, o que lhes permitiu nao so obter sucesso e melhorar o clima nas aulas de
educacao fisica (cumprindo os objetivos propostos), como criar uma base de trabalho para dar
continuidade fora do contexto escolar, visto que sao alunos a concluir a escolaridade obrigatoria
(12oano). Relativamente a area das atividades fisicas, considero que um fator-chave para o
desenvolvimento dos alunos para alem da abordagem das materias atraves da utilizacao de
grupos heterogeneos foi a utilizacao de materias, como o andebol, como estrategia para
desenvolver componentes criticas necessarias noutras materias (basquetebol – prioritaria,
corfebol). A otimizacao do espaco exterior para o trabalho do passe e corte, desmarcacoes e
progressao no campo, por exemplo, foi crucial para o sucesso dos alunos, uma vez que lhes
permitiu ter mais tempo de pratica onde mais precisavam.
Relativamente ao desporto escolar, considero que o foco na avaliacao formativa e a
participacao dos alunos ao longo de todo o processo foi fundamental para a sua motivacao,
resultando assim num maior envolvimento dos mesmos e desenvolvimento das suas
aprendizagens. Para alem disso, o facto de ser enviada aos encarregados de educacao a evolucao
e desempenho dos seus educandos ao longo do 2o e 3o periodo, permitiu demonstrar a
importancia e as vantagens que o desporto escolar pode e deve trazer a vida dos alunos, pois a
meu ver nao devera ser uma area negligenciada e a participacao dos EE na vida escolar dos seus
educandos nao deve ser apenas nas disciplinas do curriculo. Na minha otica, tambem a
utilizacao de materiais como imagens, videos e planos individuais foram cruciais para o
desenvolvimento dos alunos do grupo-equipa, uma vez que o acesso constante a referencias
visuais se revelou uma mais valia e um otimo feedback no seu desenvolvimento. Para alem
disso, a colocacao de objetivos individuais e desafios adequados as necessidades dos alunos,
com a finalidade de integrar todos num esquema de grupo constituiu uma dinamica bastante
interessante. Todo o envolvimento do grupo-equipa, bem como a cooperacao entre todos os elementos para que atingissem os objetivos individuais e, consequentemente, o sucesso do
esquema de grupo, motivou ainda mais todos os elementos, desenvolvendo assim dinamicas
bastante positivas, principalmente na relacao entre as alunas mais novas (Escola Gaspar
Correia) e os alunos da Escola Secundaria da Portela.
No que concerne a direcao de turma, considero que a integracao do projeto do “mundo
do trabalho” foi uma mais valia para o percurso dos alunos no que diz respeito as decisoes que
contemplam o seu progresso nos estudos e futura vida profissional. Toda a minha intervencao
teve por base o aumento da autonomia dos alunos, tentando sempre muni-los de ferramentas e
informacoes necessarias para uma tomada de decisao consciente e adequada aos objetivos de
cada um. Deste modo, a construcao do “diario de bordo” com as informacoes relativas a entrada
no ensino superior e as duvidas existentes constituiu uma ferramenta de trabalho bastante
eficaz, ideia reforcada pelos alunos mais a frente. Na minha opiniao, tambem a antecipacao
constante das tarefas e a proatividade demonstrada junto da professora responsavel foram
determinantes para a minha evolucao enquanto docente a exercer estas funcoes. Para alem
disso, essas mesmas caracteristicas contribuiram para o sucesso da saida de campo, pois foi
toda a preparacao e reflexao previa que permitiram a adequacao dos objetivos e a utilizacao
desta saida para o desenvolvimento dos alunos, bem como das suas necessidades e
possibilidades, tendo garantido nao so a formulacao de objetivos gerais para todos os alunos
consoante os PNEF e o PCEF, como especificos para cada turma ou pequenos grupos de alunos.
Por fim, no que diz respeito a area dos seminarios, a minha intervencao ficou marcada
pela realizacao de conferencias curriculares, bem como de um documento orientador e de um
documento Excel, universal para todo o DEF, facilitador de todo o processo e tendo em vista o
planeamento por etapas e o desenvolvimento dos alunos evitando uma repeticao das
aprendizagens. Mais do que mostrar a importancia da realizacao das conferencias curriculares,
penso que a operacionalizacao e a apresentacao de propostas concretas foram a base para o
sucesso da minha intervencao nesta area. Para alem disso, considero que toda a antecipacao das
tarefas e reflexao sobre o processo e objetivos a atingir foram tambem cruciais neste processo,
resultando tambem num consequente aumento da minha capacidade de lideranca destes
processos. De facto, o processo reflexivo e as dinamicas de discussao colocadas ao DEF atraves
da comparacao dos niveis de desempenho dos alunos nas provas de afericao do ano letivo
2017/2018 e desses mesmo alunos, agora no 10o ano, mostraram ser bastante vantajosas na
discussao dos conteudos, na tomada de decisao e nas estrategias e conclusoes apresentadas ao
longo de todo este processo. Isto porque, para alem de constituir uma amostra real e um conteudo concreto de discussao, corresponde tambem a realidade da ESP, aumentando a
importancia da discussao destes conteudos.
This document reflects, critically and purposefully, my intervention as a Physical Education teacher at Portela Secondary School in 4 intervention areas: teaching, school sports, class management and seminars. With regard to teaching, I consider it relevant to emphasize the strategies applied in the area of physical fitness, encouraging not only students to work autonomously, but also preparing them to maintain their levels of physical activity outside the school context, such as expressed in the purposes of the PNEF. This means that, throughout the school year, each student built their individual training plan taking into account their needs and possibilities, which allowed them not only to succeed and improve the climate in physical education classes (fulfilling the proposed objectives ), how to create a work base to continue outside the school context, since they are students completing compulsory schooling (12th grade). Regarding the area of physical activities, I consider that a key factor for the development of students beyond the approach to subjects through the use of heterogeneous groups was the use of subjects, such as handball, as a strategy to develop critical components needed in other subjects ( basketball - priority, korfball). The optimization of the outer space for the work of the pass and cut, demarcations and progression in the field, for example, was crucial for the students' success, since it allowed them to have more practice time where they needed it most. Regarding school sports, I believe that the focus on formative assessment and the participation of students throughout the process was fundamental to their motivation, thus resulting in greater involvement and development of their learning. In addition, the fact that the students 'parents are sent the evolution and performance of their students over the 2nd and 3rd term, allowed to demonstrate the importance and the advantages that school sport can and should bring to the students' lives, because the in my opinion it should not be a neglected area and the participation of EE in the school life of their students should not be only in the subjects of the curriculum. In my view, the use of materials such as images, videos and individual plans were also crucial for the development of the students in the team-group, since constant access to visual references proved to be an asset and great feedback in their development. In addition, the setting of individual objectives and challenges appropriate to the needs of the students, with the aim of integrating everyone in a group scheme, was a very interesting dynamic. All the involvement of the group-team, as well as the cooperation between all the elements so that they reached the individual objectives and, consequently, the success of the group scheme, motivated all the elements even more, thus developing quite positive dynamics, mainly in the relationship between the younger students (Escola Gaspar Correia) and the students of the Escola Secundaria da Portela. With regard to class management, I consider that the integration of the “world of work” project was an asset for the students' journey with regard to decisions that contemplate their progress in studies and future professional life. My entire intervention was based on increasing the students' autonomy, always trying to provide them with the necessary tools and information for a conscious and adequate decision making for each of their goals. In this way, the construction of the “logbook” with information regarding entry into higher education and existing doubts was a very effective work tool, an idea reinforced by students ahead. In my opinion, also the constant anticipation of the tasks and the proactivity shown with the responsible teacher were decisive for my evolution as a teacher to exercise these functions. In addition, these same characteristics contributed to the success of the field trip, as it was all the preparation and prior reflection that allowed the adaptation of the objectives and the use of this way for the students' development, as well as their needs and possibilities, having not only guaranteed the formulation of general objectives for all students according to PNEF and PCEF, but specific for each class or small groups of students. Finally, with regard to the area of seminars, my intervention was marked by the organization of curricular conferences, as well as a guiding document and an Excel document, universal for the entire DEF, facilitating the whole process and with a view to planning in stages and the development of students avoiding the carousel effect. More than showing the importance of holding curricular conferences, I think that the operationalization and the presentation of concrete proposals were the basis for the success of my intervention in this area. In addition, I consider that all anticipation of tasks and reflection on the process and objectives to be achieved were also crucial in this process, also resulting in a consequent increase in my ability to lead these processes. In fact, the reflective process and the dynamics of discussion put to DEF by comparing the performance levels of students in the benchmarking tests for the academic year 2017/2018 and those same students, now in the 10th year, proved to be quite advantageous in the discussion of content, decision-making and strategies and conclusions presented throughout this process. This is because, in addition to being a real sample and a concrete content for discussion, it also corresponds to the reality of ESP, increasing the importance of discussing these contents.
This document reflects, critically and purposefully, my intervention as a Physical Education teacher at Portela Secondary School in 4 intervention areas: teaching, school sports, class management and seminars. With regard to teaching, I consider it relevant to emphasize the strategies applied in the area of physical fitness, encouraging not only students to work autonomously, but also preparing them to maintain their levels of physical activity outside the school context, such as expressed in the purposes of the PNEF. This means that, throughout the school year, each student built their individual training plan taking into account their needs and possibilities, which allowed them not only to succeed and improve the climate in physical education classes (fulfilling the proposed objectives ), how to create a work base to continue outside the school context, since they are students completing compulsory schooling (12th grade). Regarding the area of physical activities, I consider that a key factor for the development of students beyond the approach to subjects through the use of heterogeneous groups was the use of subjects, such as handball, as a strategy to develop critical components needed in other subjects ( basketball - priority, korfball). The optimization of the outer space for the work of the pass and cut, demarcations and progression in the field, for example, was crucial for the students' success, since it allowed them to have more practice time where they needed it most. Regarding school sports, I believe that the focus on formative assessment and the participation of students throughout the process was fundamental to their motivation, thus resulting in greater involvement and development of their learning. In addition, the fact that the students 'parents are sent the evolution and performance of their students over the 2nd and 3rd term, allowed to demonstrate the importance and the advantages that school sport can and should bring to the students' lives, because the in my opinion it should not be a neglected area and the participation of EE in the school life of their students should not be only in the subjects of the curriculum. In my view, the use of materials such as images, videos and individual plans were also crucial for the development of the students in the team-group, since constant access to visual references proved to be an asset and great feedback in their development. In addition, the setting of individual objectives and challenges appropriate to the needs of the students, with the aim of integrating everyone in a group scheme, was a very interesting dynamic. All the involvement of the group-team, as well as the cooperation between all the elements so that they reached the individual objectives and, consequently, the success of the group scheme, motivated all the elements even more, thus developing quite positive dynamics, mainly in the relationship between the younger students (Escola Gaspar Correia) and the students of the Escola Secundaria da Portela. With regard to class management, I consider that the integration of the “world of work” project was an asset for the students' journey with regard to decisions that contemplate their progress in studies and future professional life. My entire intervention was based on increasing the students' autonomy, always trying to provide them with the necessary tools and information for a conscious and adequate decision making for each of their goals. In this way, the construction of the “logbook” with information regarding entry into higher education and existing doubts was a very effective work tool, an idea reinforced by students ahead. In my opinion, also the constant anticipation of the tasks and the proactivity shown with the responsible teacher were decisive for my evolution as a teacher to exercise these functions. In addition, these same characteristics contributed to the success of the field trip, as it was all the preparation and prior reflection that allowed the adaptation of the objectives and the use of this way for the students' development, as well as their needs and possibilities, having not only guaranteed the formulation of general objectives for all students according to PNEF and PCEF, but specific for each class or small groups of students. Finally, with regard to the area of seminars, my intervention was marked by the organization of curricular conferences, as well as a guiding document and an Excel document, universal for the entire DEF, facilitating the whole process and with a view to planning in stages and the development of students avoiding the carousel effect. More than showing the importance of holding curricular conferences, I think that the operationalization and the presentation of concrete proposals were the basis for the success of my intervention in this area. In addition, I consider that all anticipation of tasks and reflection on the process and objectives to be achieved were also crucial in this process, also resulting in a consequent increase in my ability to lead these processes. In fact, the reflective process and the dynamics of discussion put to DEF by comparing the performance levels of students in the benchmarking tests for the academic year 2017/2018 and those same students, now in the 10th year, proved to be quite advantageous in the discussion of content, decision-making and strategies and conclusions presented throughout this process. This is because, in addition to being a real sample and a concrete content for discussion, it also corresponds to the reality of ESP, increasing the importance of discussing these contents.
Descrição
Orientação: Mário Luís Castro Guimarães
Palavras-chave
MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, DESPORTO, EDUCAÇÃO FÍSICA, DESPORTO ESCOLAR, APRENDIZAGEM, DIRETORES DE TURMA, APTIDÃO FÍSICA, ENSINO DA EDUCAÇÃO FÍSICA, SPORT, PHYSICAL EDUCATION, SCHOOL SPORTS, LEARNING, FORM TEACHERS, PHYSICAL FITNESS, PHYSICAL EDUCATION TEACHING