Relatório de estágio pedagógico de Educação Física realizado na Escola Básica e Secundária de Carcavelos
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2026
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O presente relatório apresenta, de forma crítica e fundamentada, as opções científicas, didáticas e pedagógicas tomadas ao longo do estágio pedagógico, articulando teoria e prática no contexto real de uma escola cooperante. O trabalho foi desenvolvido com base num planeamento rigoroso por etapas, incidindo sobre quatro áreas de intervenção fundamentais: Lecionação, Direção de Turma, Desporto Escolar e Seminário, sempre em conformidade com o protocolo estabelecido entre a Universidade e a Escola. As duas primeiras áreas de intervenção - Lecionação e Direção de Turma - incidiram sobre a mesma turma, permitindo um acompanhamento pedagógico integrado, favorecendo a articulação entre as componentes académica e formativa dos alunos. A intervenção no âmbito do Desporto Escolar foi selecionada após uma análise criteriosa das ofertas disponíveis no Agrupamento de Escolas, tendo como critério a relevância pedagógica e o potencial de desenvolvimento das competências motoras e sociais dos alunos. O Seminário surgiu da necessidade de estudar a realidade concreta da Educação Física na escola, identificando carências e oportunidades de melhoria. Partindo dessa análise, foi delineado um plano de intervenção que procurou, através da ação do núcleo de estágio, apresentar soluções práticas para problemas detetados, contribuindo assim para a melhoria do funcionamento do Agrupamento e para a promoção de estilos de vida mais ativos e saudáveis entre a população escolar. Ao longo do relatório, é ainda realizada uma reflexão crítica sobre a intervenção nas diferentes áreas de estágio, analisando as dinâmicas estabelecidas entre professor, alunos e contexto escolar. São propostas práticas e estratégias de atuação que visam o reforço da qualidade do processo de ensino-aprendizagem e o aumento da eficácia pedagógica do Grupo de Educação Física, do Departamento de Expressões e da Comunidade Escolar. Este percurso de estágio refletiu-se não apenas na consolidação de competências profissionais e pedagógicas, mas também na construção de uma identidade docente consciente da sua responsabilidade na formação integral dos alunos e na promoção de práticas educativas inovadoras, inclusivas e ajustadas às necessidades contemporâneas da escola.
This report presents, in a critical and reasoned manner, the scientific, didactic, and pedagogical choices made throughout the teaching internship, articulating theory and practice within the real context of a cooperating school. The work was developed based on a rigorous, stage-based planning process, focusing on four key areas of intervention: Teaching, Class Tutoring, School Sports, and Seminar, all carried out in accordance with the protocol established between the University and the cooperating School. The first two areas of intervention — Teaching and Class Tutoring — focused on the same class group, allowing for integrated pedagogical monitoring and promoting articulation between academic and formative dimensions. The intervention within the School Sports domain was selected after a careful analysis of the options available within the School Cluster, based on their pedagogical relevance and potential to develop students’ motor and social skills. The Seminar emerged from the need to study the concrete reality of Physical Education at the school, identifying shortcomings and opportunities for improvement. Based on this analysis, an intervention plan was designed, aiming, through the action of the internship group, to propose practical solutions to identified problems, thus contributing to the enhancement of the School Cluster’s operations and promoting more active and healthier lifestyles among the student population. Throughout the report, a critical reflection is undertaken on the interventions in the different areas, analysing the dynamics established between the teacher, students, and school context. Practical suggestions and strategies are proposed to enhance the quality of the teaching-learning process and to strengthen the pedagogical effectiveness of the Physical Education Group, the Department of Arts, and the School Community. This internship journey reflected not only the consolidation of professional and pedagogical competences but also the development of a teaching identity that is conscious of its responsibility in promoting students' holistic development and fostering innovative, inclusive, and contextually adapted educational practices.
This report presents, in a critical and reasoned manner, the scientific, didactic, and pedagogical choices made throughout the teaching internship, articulating theory and practice within the real context of a cooperating school. The work was developed based on a rigorous, stage-based planning process, focusing on four key areas of intervention: Teaching, Class Tutoring, School Sports, and Seminar, all carried out in accordance with the protocol established between the University and the cooperating School. The first two areas of intervention — Teaching and Class Tutoring — focused on the same class group, allowing for integrated pedagogical monitoring and promoting articulation between academic and formative dimensions. The intervention within the School Sports domain was selected after a careful analysis of the options available within the School Cluster, based on their pedagogical relevance and potential to develop students’ motor and social skills. The Seminar emerged from the need to study the concrete reality of Physical Education at the school, identifying shortcomings and opportunities for improvement. Based on this analysis, an intervention plan was designed, aiming, through the action of the internship group, to propose practical solutions to identified problems, thus contributing to the enhancement of the School Cluster’s operations and promoting more active and healthier lifestyles among the student population. Throughout the report, a critical reflection is undertaken on the interventions in the different areas, analysing the dynamics established between the teacher, students, and school context. Practical suggestions and strategies are proposed to enhance the quality of the teaching-learning process and to strengthen the pedagogical effectiveness of the Physical Education Group, the Department of Arts, and the School Community. This internship journey reflected not only the consolidation of professional and pedagogical competences but also the development of a teaching identity that is conscious of its responsibility in promoting students' holistic development and fostering innovative, inclusive, and contextually adapted educational practices.
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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