Relatório de estágio pedagógico de Educação Física realizado no Agrupamento de Escolas Pedro Alexandrino
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2022
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O Estágio Pedagógico em Educação Física realizou-se na Escola Secundária Pedro
Alexandrino, no ano letivo 2020/2021, orientado pelo professor Luís Bom (orientador
Universitário) e pelo professor João Calca (orientador de Escola). De acordo com o
regulamento do Estágio Pedagógico da Universidade Lusófona de Humanidades e
Tecnologias, este integra quatro áreas de intervenção pedagógica, nomeadamente: Lecionação, Direção de Turma, Desporto Escolar e o Seminário. Na Lecionação, saliento o facto de no badminton, no basquetebol e no voleibol, a
maioria dos alunos ter cumprido o Nível Introdução, visto que apresentavam um nível muito
“fraco” no início do ano letivo. Nesta área, reforço a importância da realização do PTI para
melhorar a minha autonomia e gestão das aulas, dado o contacto direto com os vários
professores do GEF, falando com eles e percebendo diferentes estratégias que podia
implementar nas aulas para poder ter um melhor controlo sobre as turmas, bem como, lecionar a alunos de diferentes anos de escolaridade. Destacando o aspeto mais importante na
realização do PTI, a maior experiência que tive, ao nível do clima, organização, feedback, que
se traduziu em efeitos positivos no âmbito da lecionação da turma 9º8ª. Foi implementado o
Projeto Específico «O treino concorrente da força e resistência», teve como objetivo integrar
os alunos nas tarefa que foram realizadas ao longo do ano letivo, promovendo a melhoria
dessas capacidades. Na Direção de Turma está abordado o Projeto em que desempenhámos atividades
correntes de Diretor de Turma, com a participação do Professor Titular de Turma, envolvendo
interação com os Alunos, Professores do Conselho de Turma e Encarregados de Educação. O
Projeto Específico «Relação entre Hábitos de Vida Saudáveis e Resultados dos Testes de
Aptidão Física do FitEscola?», articulado com a lecionação, envolve a que todos os
participantes envolvidos apresentassem melhorias ao nível do currículo da Educação Física e
aumento da regularidade e frequência na prática de AF. Nas aulas de PAM, desenvolveu-se um projeto que teve como tema “Educação e
Cidadania Ativa”. No decorrer do ano letivo, os alunos foram realizando fichas nas diferentes
disciplinas, como Físico-Química, Ciências Naturais, Geografia, Português, Inglês, Francês, Artes e a Educação Física, fomentando a interdisciplinaridade. Desta forma, os alunos tiveram
sempre empenhados naquilo que foram as tarefas propostas, indo de encontro ao tema do
projeto.
No Desporto Escolar, intervim no núcleo de Badminton, assumindo o controlo dos
treinos, no qual se encontrava dividido em dois escalões, iniciados e juvenis. Devido à
situação epidemiológica provocada pelo coronavírus SARS-CoV-2 e da doença COVID-19
não existiu competição, apenas realizámos um torneio entre alunos e também entre
professores e alunos, de modo que eles sentissem motivados para a prática da modalidade
apesar de não houver competição interescolar. O grupo era bastante heterogéneo, dada a faixa
etária – iniciava no 3º ciclo e terminava no 12º ano de escolaridade. Esta heterogeneidade
deriva igualmente das diferenças das competências de cada aluno. A minha maior conquista
passou por terminar o ano com um grupo mais homogéneo, alcançando, desta forma, os
objetivos definidos no início do ano letivo. Implementei também o Projeto Específico
«Importância do Badminton para o desenvolvimento multilateral», em que o objetivo foi
perceber através desta modalidade se os alunos conseguiam desenvolver as suas capacidades
motoras através das tarefas efetuadas em treino. Na área dos seminários, realizei um sobre a Avaliação Formadora e a Autorregulação
da Aprendizagem. Apresentei estratégias aos professores do GEF acerca daquilo que podiam
fazer nas suas aulas como forma de potenciarem a aprendizagem dos seus alunos, nomeadamente, possibilidades de escolhas nos diferentes exercícios realizados em aula para
que os alunos se autoavaliem
The Pedagogical Internship in Physical Education took place at Escola Secundária Pedro Alexandrino, in the academic year 2020/2021, guided by Professor Luís Bom (University advisor) and by Professor João Calca (School advisor). According to the regulation of the Pedagogical Internship of the Universidade Lusófona de Humanidades e Tecnologias, this includes four areas of pedagogical intervention, namely: Teaching, Class Management, School Sports and the Seminar. In Teaching, I emphasize the fact that in badminton, basketball and volleyball, most students have completed the Introduction Level, since they had a very “weak” level at the beginning of the school year. In this area, I reinforce the importance of carrying out the PTI to improve my autonomy and class management, given the direct contact with the various GEF teachers, talking to them and understanding different strategies that I could implement in classes in order to have better control over classes, as well as teaching students from different years of schooling. Highlighting the most important aspect in carrying out the PTI, the greatest experience I had, in terms of climate, organization, feedback, which resulted in positive effects within the scope of teaching the 9th 8th class. The Specific Project «Concurrent strength and endurance training» was implemented, aimed at integrating students into the tasks that were carried out throughout the school year, promoting the improvement of these skills. In the Class Management, the Project in which we performed current Class Director activities, with the participation of the Class Professor, involving interaction with Students, Class Council Teachers and Education Officers is addressed. The Specific Project «Relationship between Healthy Lifestyles and Results of the FitEscola Physical Fitness Tests?», articulated with the teaching, involves that all the participants involved present improvements in the Physical Education curriculum and increase the regularity and attendance in the AF practice. In the PAM classes, a project was developed whose theme was “Education and Active Citizenship”. During the school year, the students created forms in different subjects, such as Physical Chemistry, Natural Sciences, Geography, Portuguese, English, French, Arts and Physical Education, promoting interdisciplinarity. In this way, the students were always committed to the proposed tasks, meeting the theme of the project. In School Sports, I intervened in the Badminton nucleus, taking control of training, in which it was divided into two levels, beginners and juniors. Due to the epidemiological situation caused by the SARS-CoV-2 coronavirus and the COVID-19 disease, there was no competition, we only held a tournament between students and also between teachers and students, so that they felt motivated to practice the modality even though there was no competition. interschool competition. The group was quite heterogeneous, given the age group – it started in the 3rd cycle and ended in the 12th year of schooling. This heterogeneity also derives from the differences in the competences of each student. My biggest achievement was ending the year with a more homogeneous group, thus achieving the goals set at the beginning of the school year. I also implemented the Specific Project «Importance of Badminton for multilateral development», in which the objective was to understand through this modality if students were able to develop their motor skills through the tasks performed in training. In the area of seminars, I conducted one on Formative Assessment and Learning Self- Regulation. I presented strategies to GEF teachers about what they could do in their classes as a way to enhance their students' learning, namely, possibilities of choices in the different exercises carried out in class so that students can self-evaluate according to their abilities
The Pedagogical Internship in Physical Education took place at Escola Secundária Pedro Alexandrino, in the academic year 2020/2021, guided by Professor Luís Bom (University advisor) and by Professor João Calca (School advisor). According to the regulation of the Pedagogical Internship of the Universidade Lusófona de Humanidades e Tecnologias, this includes four areas of pedagogical intervention, namely: Teaching, Class Management, School Sports and the Seminar. In Teaching, I emphasize the fact that in badminton, basketball and volleyball, most students have completed the Introduction Level, since they had a very “weak” level at the beginning of the school year. In this area, I reinforce the importance of carrying out the PTI to improve my autonomy and class management, given the direct contact with the various GEF teachers, talking to them and understanding different strategies that I could implement in classes in order to have better control over classes, as well as teaching students from different years of schooling. Highlighting the most important aspect in carrying out the PTI, the greatest experience I had, in terms of climate, organization, feedback, which resulted in positive effects within the scope of teaching the 9th 8th class. The Specific Project «Concurrent strength and endurance training» was implemented, aimed at integrating students into the tasks that were carried out throughout the school year, promoting the improvement of these skills. In the Class Management, the Project in which we performed current Class Director activities, with the participation of the Class Professor, involving interaction with Students, Class Council Teachers and Education Officers is addressed. The Specific Project «Relationship between Healthy Lifestyles and Results of the FitEscola Physical Fitness Tests?», articulated with the teaching, involves that all the participants involved present improvements in the Physical Education curriculum and increase the regularity and attendance in the AF practice. In the PAM classes, a project was developed whose theme was “Education and Active Citizenship”. During the school year, the students created forms in different subjects, such as Physical Chemistry, Natural Sciences, Geography, Portuguese, English, French, Arts and Physical Education, promoting interdisciplinarity. In this way, the students were always committed to the proposed tasks, meeting the theme of the project. In School Sports, I intervened in the Badminton nucleus, taking control of training, in which it was divided into two levels, beginners and juniors. Due to the epidemiological situation caused by the SARS-CoV-2 coronavirus and the COVID-19 disease, there was no competition, we only held a tournament between students and also between teachers and students, so that they felt motivated to practice the modality even though there was no competition. interschool competition. The group was quite heterogeneous, given the age group – it started in the 3rd cycle and ended in the 12th year of schooling. This heterogeneity also derives from the differences in the competences of each student. My biggest achievement was ending the year with a more homogeneous group, thus achieving the goals set at the beginning of the school year. I also implemented the Specific Project «Importance of Badminton for multilateral development», in which the objective was to understand through this modality if students were able to develop their motor skills through the tasks performed in training. In the area of seminars, I conducted one on Formative Assessment and Learning Self- Regulation. I presented strategies to GEF teachers about what they could do in their classes as a way to enhance their students' learning, namely, possibilities of choices in the different exercises carried out in class so that students can self-evaluate according to their abilities
Descrição
Orientação: João Comédias Henriques
Palavras-chave
MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, ENSINO DA EDUCAÇÃO FÍSICA, ENSINO, DESPORTO ESCOLAR, AVALIAÇÃO, APRENDIZAGEM, RELATÓRIOS DE ESTÁGIO, PHYSICAL EDUCATION, PHYSICAL EDUCATION TEACHING, TEACHING, SCHOOL SPORTS, EVALUATION, LEARNING, INTERNSHIP REPORTS