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Relatório de estágio realizado na Escola Secundária Luís de Freitas Branco
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Através do presente relatório, apelo aos leitores que visitem o meu ano de estágio realizado na Escola Secundária Luís de Freitas Branco (ESLFB) no ano letivo 2019/2020. O estágio pedagógico refere-se ao 2.º ano do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário, da Faculdade de Motricidade Humana, Universidade de Lisboa.
Este documento descreve as experiências vividas numa lógica criticar para agir sobre o processo de formação na prática da profissão de professor de educação física (EF).
No decorrer deste ano, percebi que o quotidiano do professor é o espelho de momentos de reflexão, aprendizagem, partilha e superação. Enquanto estagiária, constatei ainda que o professor vive o paradoxo ensinar/aprender durante a sua intervenção nas diversas áreas da comunidade escolar.
As áreas de intervenção do estágio pedagógico são apresentadas através de uma análise das dificuldades/constrangimentos vivenciados, das estratégias pedagógicas de superação e da aquisição de competências subjacentes à atividade de professor, com contribuição dos meus colegas de estágio e professoras orientadoras.
O ano de estágio foi uma experiência completa e tridimensional da teoria para a prática, da formação para a escola e de aluna para professora, reconhecendo que todas as competências adquiridas e desenvolvidas são pertinentes para a minha formação pessoal e profissional. Espero que a leitura do relatório seja tão aprazível quanto esta experiência foi para mim.
Through the present report, I appeal to the readers to look up at my traineeship done in Escola Secundária Luís de Freitas Branco (ESLFB) in 2019/2020. The pedagogic traineeship refers to the second year of the Master’s Degree in the Faculdade de Motricidade Humana’s Master’s Degree on Teaching Physical Education to Middle and Secondary grades, from the Lisbon University. This document describes my experiences lived with the aim to criticize in order to act about the formation process in the practice of the profession of teaching Physical Education (PE). During that school year, I realized that a teacher’s everyday life reflects the reviewing, learning, sharing and overcoming teaching moments. During my practice and as a trainee, I also verified that the teacher lives the paradox teaching/learning in his/her intervention in the different areas of the school community. The different areas of the pedagogic traineeship are presented through the evaluation of the lived difficulties and constraints, the pedagogical strategies of mastering and the acquirement of the needed skills for the teaching activity with the help of my peers and the educational guidance advisors. This year of educational traineeship was a complete and tridimensional experience from theory to practice, from trainee to school and from student to teacher. All the skills that I have acquired and developed are very important for my own personal and professional improvement. I hope that the reading of this report will be as pleasant as this experience was for me.
Through the present report, I appeal to the readers to look up at my traineeship done in Escola Secundária Luís de Freitas Branco (ESLFB) in 2019/2020. The pedagogic traineeship refers to the second year of the Master’s Degree in the Faculdade de Motricidade Humana’s Master’s Degree on Teaching Physical Education to Middle and Secondary grades, from the Lisbon University. This document describes my experiences lived with the aim to criticize in order to act about the formation process in the practice of the profession of teaching Physical Education (PE). During that school year, I realized that a teacher’s everyday life reflects the reviewing, learning, sharing and overcoming teaching moments. During my practice and as a trainee, I also verified that the teacher lives the paradox teaching/learning in his/her intervention in the different areas of the school community. The different areas of the pedagogic traineeship are presented through the evaluation of the lived difficulties and constraints, the pedagogical strategies of mastering and the acquirement of the needed skills for the teaching activity with the help of my peers and the educational guidance advisors. This year of educational traineeship was a complete and tridimensional experience from theory to practice, from trainee to school and from student to teacher. All the skills that I have acquired and developed are very important for my own personal and professional improvement. I hope that the reading of this report will be as pleasant as this experience was for me.
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Aluno Comunidade escolar Dificuldades Educação física Ensino-aprendizagem Estágio pedagógico Estratégias pedagógicas Formação profissional Professor Reflexão Difficulties Pedagogic traineeship Physical education Pedagogic strategies Professional traineeship Revision School community Student Tteacher Teaching-learning process