Relatório de estágio pedagógico em Educação Física na Escola Básica António Gedeão
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2025
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Este relatório contempla todas as análises, decisões e reflexões realizadas durante este ano de estágio pedagógico. A área de lecionação centrada na Educação Física foi realizada com uma turma do nono ano. O progresso dos alunos nas diversas aprendizagens foi alcançado devido a várias opções tomadas ao longo do ano e foi também potenciado pelo projeto específico desta área. Este projeto permitiu que os alunos tivessem aulas ecléticas, resultando numa maior qualidade do processo de ensino-aprendizagem. A abordagem de ensino por etapas, incluindo diagnósticos iniciais e avaliações contínuas, garantiu que as necessidades e prioridades dos alunos fossem atendidas de maneira eficaz. Na Direção de Turma, a orientação da professora Anabela Romba foi essencial para o desenvolvimento das minhas capacidades inerentes a um diretor de turma. O projeto " A promoção da inclusão, da autoestima, da cooperação e as competências sociais através Educação Física" foi implementado de forma desenvolver estas qualidades, que eram uma carência identificada na turma. A função de Diretor de Turma exigiu organização, comunicação eficaz com os encarregados de educação e a capacidade de resolver problemas de diversas origens. No Desporto Escolar, fiquei com a modalidade de badminton, uma área fora da minha zona de conforto pelo pouco contacto que tinha tido até então com a modalidade. Através de observação das necessidades dos alunos, prática pessoal e estudo teórico, desenvolvi um projeto para desenvolver a agilidade e velocidade dentro da modalidade de badminton e em harmonia com o ensino da mesma. O projeto de Seminário tem o seguinte tema: "A polivalência dos espaços: O aumento da frequência e regularidade do ensino da ginástica.". Este projeto seminário estava também associado ao projeto da área de lecionação.". Este projeto foi desenvolvido ao longo de quatro etapas, desde a análise da literatura sobre o tema até à apresentação ao grupo de Educação Física, com soluções para colmatar a problemática identificada.
This report covers all the analyses, decisions, and reflections made during this year of pedagogical internship. The teaching area focused on Physical Education was carried out with a ninth-grade class. The students' progress in various learnings was achieved due to several choices made throughout the year and was also enhanced by the specific project in this area. This project allowed students to have eclectic classes, resulting in a higher quality of the teaching-learning process. The step-by-step teaching approach, including initial diagnostics and continuous assessments, ensured that the students' needs and priorities were effectively met. In Class Management, the guidance of Professor Anabela Romba was essential for the development of my capabilities inherent to a class director. The project "Promotion of inclusion, self-esteem cooperation, and social skills through Physical Education" was implemented to develop these qualities, which were identified as lacking in the class. The role of Class Director required organization, effective communication with parents, and the ability to solve problems from various sources. In School Sports, I was assigned to the badminton modality, an area outside my comfort zone due to the limited contact I had had with the modality until then. Through observing the students' needs, personal practice, and theoretical study, I developed a project to enhance agility and speed within the badminton modality and in harmony with its teaching. The Seminar project has the following theme: “The versatility of spaces: Increasing the frequency and regularity of gymnastics teaching.” This seminar project was also associated with the teaching area project. This project was developed over four stages, from the analysis of the literature on the topic to the presentation to the Physical Education group, with solutions to address the identified problem.
This report covers all the analyses, decisions, and reflections made during this year of pedagogical internship. The teaching area focused on Physical Education was carried out with a ninth-grade class. The students' progress in various learnings was achieved due to several choices made throughout the year and was also enhanced by the specific project in this area. This project allowed students to have eclectic classes, resulting in a higher quality of the teaching-learning process. The step-by-step teaching approach, including initial diagnostics and continuous assessments, ensured that the students' needs and priorities were effectively met. In Class Management, the guidance of Professor Anabela Romba was essential for the development of my capabilities inherent to a class director. The project "Promotion of inclusion, self-esteem cooperation, and social skills through Physical Education" was implemented to develop these qualities, which were identified as lacking in the class. The role of Class Director required organization, effective communication with parents, and the ability to solve problems from various sources. In School Sports, I was assigned to the badminton modality, an area outside my comfort zone due to the limited contact I had had with the modality until then. Through observing the students' needs, personal practice, and theoretical study, I developed a project to enhance agility and speed within the badminton modality and in harmony with its teaching. The Seminar project has the following theme: “The versatility of spaces: Increasing the frequency and regularity of gymnastics teaching.” This seminar project was also associated with the teaching area project. This project was developed over four stages, from the analysis of the literature on the topic to the presentation to the Physical Education group, with solutions to address the identified problem.
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SPORT, PHYSICAL EDUCATION, PHYSICAL EDUCATION TEACHING, CURRICULAR INTERNSHIPS, FORM TEACHERS, SCHOOL SPORTS, 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