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Educação Física : o mundo teórico-prático
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O presente relatório foi efetuado no âmbito do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário, pertencente à Faculdade de Motricidade Humana, da Universidade de Lisboa. Este documento integra uma análise crítica e reflexiva e um balanço sobre o trabalho desenvolvido no estágio pedagógico pelo autor na Escola Secundária de Pinhal Novo, durante o ano letivo 2023/2024, nas 4 áreas de formação: área 1 – Organização e Gestão do Ensino e da Aprendizagem; área 2 – Inovação e Investigação Pedagógica; área 3 – Participação na Escola e área 4 – Relações com a Comunidade. Relativamente à área 1, como pontos fortes, saliento o ganho de afetividade dos alunos e o estabelecimento de ambientes positivos e propícios à aprendizagem. As minhas principais dificuldades incidiram na intencionalidade do ensino, onde, por vezes, não garanti a diferenciação do ensino. A área 2 revelou-se num desafio interessante. O problema identificado no meio escolar incidiu na pouca adesão dos alunos ao Desporto Escolar, sendo que o objetivo do estudo era o de perceber quais eram os principais motivos para a não prática. Os resultados concluídos salientaram que os motivos “falta de tempo”, “tenho outras coisas para fazer” e “as modalidades existentes não são as que mais gosto”, são as principais razões para a não prática desportiva. Os jovens participam nas atividades desportivas devido a motivos intrínsecos, como o interesse e a motivação. Na área 3, foi possível lidar com uma modalidade do Desporto Escolar através da concretização do planeamento, condução de treinos e avaliação. A principal dificuldade incidiu na angariação de alunos para os treinos de Desporto Escolar. Dentro desta área e em conjunto, o núcleo de estágio participou diretamente na organização dos torneios desportivos escolares, através da elaboração de documentos para a inscrição dos alunos, divulgação das atividades e construção dos quadros competitivos. Por fim, a área 4 foi a área em que revelei mais dificuldades de intervenção. Apesar de ter estabelecido uma ótima relação com a diretora de turma, considero que o nosso trabalho colaborativo não foi impactante para a minha evolução, visto que lidei com pouco trabalho relacionado com o tema. Já a atividade relacionada com a turma teve o efeito esperado, onde os alunos criaram uma relação de maior proximidade com o seu par.
This report was carried out as part of the master's degree in teaching physical education in Primary and Secondary Education at the Faculty of Human Motricity, University of Lisbon. This document includes a critical and reflective analysis and assessment of the work carried out during the teaching internship by the author at Pinhal Novo Secondary School during the 2023/2024 school year, in the four training areas: area 1 - Organisation and Management of Teaching and Learning; area 2 - Innovation and Pedagogical Research; area 3 - Participation in School and area 4 - Relations with the Community. Regarding area 1, my strengths were in gaining the “students” affection and establishing positive environments conducive to learning. My main difficulties centred on the intentionality of teaching, where I sometimes failed to ensure that teaching was differentiated. Area 2 proved to be an interesting challenge. The problem identified in the school environment focussed on the low level of student participation in school sport, and the aim of the study was to understand the main reasons for this. The results showed that the reasons ‘lack of time’, ‘I have other things to do’ and ‘the existing sports are not the ones I like the most’ are the main reasons for not practising sport. Young people take part in sporting activities for intrinsic reasons, such as interest and motivation. In area 3, it was possible to deal with a school Sport discipline by planning, conducting training and evaluating. The main difficulty was attracting pupils for school sports training. Within this area and as a group, the internship group was directly involved in organising school sports tournaments, drawing up documents for student registration, publicising activities and setting up competition tables. Finally, area 4 was the area in which I found it most difficult to intervene. Despite having established a great relationship with the head teacher, I feel that our collaborative work did not have an impact on my progress, as I dealt with little work related to the topic. The class-related activity, on the other hand, had the expected effect, with the students creating a closer relationship with their peers
This report was carried out as part of the master's degree in teaching physical education in Primary and Secondary Education at the Faculty of Human Motricity, University of Lisbon. This document includes a critical and reflective analysis and assessment of the work carried out during the teaching internship by the author at Pinhal Novo Secondary School during the 2023/2024 school year, in the four training areas: area 1 - Organisation and Management of Teaching and Learning; area 2 - Innovation and Pedagogical Research; area 3 - Participation in School and area 4 - Relations with the Community. Regarding area 1, my strengths were in gaining the “students” affection and establishing positive environments conducive to learning. My main difficulties centred on the intentionality of teaching, where I sometimes failed to ensure that teaching was differentiated. Area 2 proved to be an interesting challenge. The problem identified in the school environment focussed on the low level of student participation in school sport, and the aim of the study was to understand the main reasons for this. The results showed that the reasons ‘lack of time’, ‘I have other things to do’ and ‘the existing sports are not the ones I like the most’ are the main reasons for not practising sport. Young people take part in sporting activities for intrinsic reasons, such as interest and motivation. In area 3, it was possible to deal with a school Sport discipline by planning, conducting training and evaluating. The main difficulty was attracting pupils for school sports training. Within this area and as a group, the internship group was directly involved in organising school sports tournaments, drawing up documents for student registration, publicising activities and setting up competition tables. Finally, area 4 was the area in which I found it most difficult to intervene. Despite having established a great relationship with the head teacher, I feel that our collaborative work did not have an impact on my progress, as I dealt with little work related to the topic. The class-related activity, on the other hand, had the expected effect, with the students creating a closer relationship with their peers
Descrição
Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário. Universidade de Lisboa. Faculdade de Motricidade Humana
Palavras-chave
Assessment Collaborative work Conducting Learning Overview Physical education teacher training School sports Students Teaching Planning Alunos Aprendizagem Avaliação Balanço Condução Desporto escolar Educação física Ensino Planeamento Trabalho colaborativo