Relatório de estágio pedagógico em Educação Física no Agrupamento de Escolas D. Filipa de Lencastre
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2025
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O presente relatório expõe as principais reflexões e balanços realizados ao longo da experiência de estágio pedagógico. Na área da Lecionação, foram observados progressos significativos por grande parte dos alunos relativamente às aprendizagens prioritárias definidas. Neste contexto, o projeto pedagógico intitulado "A Magia do Ritmo" revelou-se fundamental, contribuindo não só para a consolidação das aprendizagens, mas também para uma melhoria evidente no comportamento dos alunos e contacto físico em ambos os sexos. No âmbito das atividades de Planos de Núcleo para a Observação de Aulas e Treinos, e de Professor a Tempo Inteiro, desenvolveu-se de forma mais eficaz as dimensões associadas à instrução e à gestão da aula, tendo explorado conteúdos distintos e aprofundado práticas de intervenção baseadas no MAGIC (metas, avaliação, gestão e tempo), com diversas turmas de diferentes níveis de escolaridade, sempre em constante colaboração com os respetivos professores. Relativamente à área da Direção de Turma, foram cumpridas as prioridades delineadas para a intervenção, destacando-se a melhoria do comportamento dos alunos ao longo do ano letivo. O projeto "Move On" - teve como objetivo principal promover a prática de atividades físicas como forma de combate ao sedentarismo dos alunos do 7.º C, potenciando um maior envolvimento nas atividades propostas. A Saída de Campo constituiu o ponto alto do ano letivo, tendo-se revelado um momento de forte consolidação das relações interpessoais com os docentes do Conselho de Turma, ao mesmo tempo que permitiu alcançar os objetivos estabelecidos nas competências definidas para a disciplina de Educação Física na vertente de orientação e ainda promovendo a oportunidade de os alunos realizarem a atividade de arborismo. No que respeita à área do Desporto Escolar, assumiu-se juntamente com a professora Raquel Alvim a responsabilidade pelo grupo-equipa de Ginástica onde foram registados avanços notáveis nas aprendizagens das alunas. O meu envolvimento no projeto "Fator C: Corpo, Cooperação e Colchão" permitiu não só fortalecer as relações interpessoais no seio do grupo-equipa, como também iniciar e promover a sua participação na Cerimónia de Abertura da "Noite dos Jovens Investigadores", neste ano letivo, garantindo a continuidade dessa presença nos anos letivos seguintes. Por fim, na área do Seminário, foi aprofundada a temática "Uma visão mais aprofundada da Metodologia ABCD", tendo como objetivo propor aos professores do grupo disciplinar de Educação Física do Agrupamento de Escolas D. Filipa de Lencastre a utilização da metodologia ABCD, proporcionando-lhes uma compreensão mais aprofundada desta abordagem. O debate, e em particular a confrontação de ideias, validou a relevância do seminário como espaço de partilha e crescimento, capacitando para a compreensão das dinâmicas de um grupo disciplinar e para a importância de ser um agente de mudança reflexivo e fundamentado.
This report presents the main reflections and assessments made throughout the pedagogical internship experience. In the Teaching area, significant progress was observed among the majority of students in relation to the defined priority learning goals. In this context, the pedagogical project entitled “The Magic of Rhythm” proved to be fundamental, contributing not only to the consolidation of learning but also to a clear improvement in student behaviour and physical interaction between both sexes. Within the scope of Core Plans for Lesson and Training Observation, as well as Full-Time Teaching Practice, instructional and classroom management dimensions were developed more effectively. Distinct content areas were explored, and intervention practices based on the MAGIC model (goals, assessment, management, and time) were deepened, across various classes and educational levels, always in close collaboration with the respective teachers. Regarding the Class Director area, the priorities set for intervention were fulfilled, with particular emphasis on the improvement of student behaviour throughout the school year. The project “Move On” aimed primarily to promote the practice of physical activity as a means of combating sedentary behaviour among the students of class 7.º C, fostering greater engagement in the proposed activities. The Field Trip represented the highlight of the academic year, providing a meaningful moment of interpersonal relationship building with the teaching staff of the Class Council. At the same time, it enabled the achievement of the defined objectives in the Physical Education curriculum area of orienteering, while also giving students the opportunity to participate in a tree-top adventure activity (arborismo). In the School Sports area, together with teacher Raquel Alvim, responsibility was assumed for the Gymnastics team, where notable progress in students’ learning was recorded. My involvement in the project “Factor C: Body, Cooperation and Mat” allowed not only for the strengthening of interpersonal relationships within the team, but also for the initiation and promotion of their participation in the Opening Ceremony of the “Young Researchers’ Night” during this school year, ensuring the continuation of this involvement in the coming academic years. Finally, in the Seminar area, the theme “A Deeper Look at the ABCD Methodology” was explored in greater depth. The aim was to propose the use of the ABCD methodology to the Physical Education teachers of the D. Filipa de Lencastre School Group, providing them with a more comprehensive understanding of this approach. The discussion, and in particular the exchange of ideas, validated the seminar’s relevance as a space for sharing and growth, enabling a better understanding of the dynamics of a disciplinary team and highlighting the importance of being a reflective and informed agent of change.
This report presents the main reflections and assessments made throughout the pedagogical internship experience. In the Teaching area, significant progress was observed among the majority of students in relation to the defined priority learning goals. In this context, the pedagogical project entitled “The Magic of Rhythm” proved to be fundamental, contributing not only to the consolidation of learning but also to a clear improvement in student behaviour and physical interaction between both sexes. Within the scope of Core Plans for Lesson and Training Observation, as well as Full-Time Teaching Practice, instructional and classroom management dimensions were developed more effectively. Distinct content areas were explored, and intervention practices based on the MAGIC model (goals, assessment, management, and time) were deepened, across various classes and educational levels, always in close collaboration with the respective teachers. Regarding the Class Director area, the priorities set for intervention were fulfilled, with particular emphasis on the improvement of student behaviour throughout the school year. The project “Move On” aimed primarily to promote the practice of physical activity as a means of combating sedentary behaviour among the students of class 7.º C, fostering greater engagement in the proposed activities. The Field Trip represented the highlight of the academic year, providing a meaningful moment of interpersonal relationship building with the teaching staff of the Class Council. At the same time, it enabled the achievement of the defined objectives in the Physical Education curriculum area of orienteering, while also giving students the opportunity to participate in a tree-top adventure activity (arborismo). In the School Sports area, together with teacher Raquel Alvim, responsibility was assumed for the Gymnastics team, where notable progress in students’ learning was recorded. My involvement in the project “Factor C: Body, Cooperation and Mat” allowed not only for the strengthening of interpersonal relationships within the team, but also for the initiation and promotion of their participation in the Opening Ceremony of the “Young Researchers’ Night” during this school year, ensuring the continuation of this involvement in the coming academic years. Finally, in the Seminar area, the theme “A Deeper Look at the ABCD Methodology” was explored in greater depth. The aim was to propose the use of the ABCD methodology to the Physical Education teachers of the D. Filipa de Lencastre School Group, providing them with a more comprehensive understanding of this approach. The discussion, and in particular the exchange of ideas, validated the seminar’s relevance as a space for sharing and growth, enabling a better understanding of the dynamics of a disciplinary team and highlighting the importance of being a reflective and informed agent of change.
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SPORT, PHYSICAL EDUCATION, PHYSICAL EDUCATION TEACHING, CURRICULAR INTERNSHIPS, FORM TEACHERS, SCHOOL SPORTS, DANCE, INTERPERSONAL RELATIONSHIPS, INTERDISCIPLINARITY, TEACHING METHODOLOGIES, 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, DANÇA, RELAÇÕES INTERPESSOAIS, INTERDISCIPLINARIDADE, METODOLOGIAS DE ENSINO