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Relatório final de Estágio realizado na Escola Básica e Secundária de Gama Barros
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O processo de estágio permitiu desenvolver competências ao nível da qualidade da intervenção pedagógica, da mobilização da comunidade escolar e do conhecimento pedagógico conteúdo. A área das atividades rítmicas e expressivas era uma lacuna na minha intervenção, superada através da aprendizagem coletiva dentro do grupo de educação física, que levou a um enriquecimento das minhas práticas. Ao longo do ano letivo, procurei enquadrar a escola na comunidade onde ela está inserida. Dentro da escola, foi feita uma intervenção direcionada para a comunidade escolar, com a dança a ser um dos motes principais para a prática de atividade física. As relações estabelecidas com os intervenientes do meio escolar facilitaram a integração na escola. Com o grupo de educação física foi possível refletir sobre a disciplina. Com o núcleo de estágio foi desenvolvida uma comunidade de prática, que permitiu maximizar a qualidade da intervenção na escola e no ensino. Destaca-se o projeto de investigação-ação sobre a motivação dos alunos nas atividades de corrida, com a utilização da aplicação móvel Relive. Procurei desenvolver as minhas práticas através de um processo cíclico de planeamento, condução e avaliação das aprendizagens dos alunos, assente na reflexão e no balanço das atividades desenvolvidas.
The internship process allowed the development of skills in terms of the quality of pedagogical intervention, mobilization of the school community and pedagogical content knowledge. The area of rhythmic and expressive activities was a gap in my intervention, overcome through collective learning within the physical education group, which led to an enrichment of my practices. Throughout the school year, I tried to frame the school in the community. Inside the school, an intervention was made aimed at the school community, with dance being one of the main activities for the practice of physical activity. School relations with school actors, allowed an easy integration into the environment. With the physical education group, it was possible to reflect on physical education. With my internship colleagues, it was developed a community of practice that improved the quality of the intervention in school and teaching. The research project on student motivation in running activities using the Relive mobile application stands out. I develop my practices through a cyclical process of student learning, based on reflection and the balance of the activities developed.
The internship process allowed the development of skills in terms of the quality of pedagogical intervention, mobilization of the school community and pedagogical content knowledge. The area of rhythmic and expressive activities was a gap in my intervention, overcome through collective learning within the physical education group, which led to an enrichment of my practices. Throughout the school year, I tried to frame the school in the community. Inside the school, an intervention was made aimed at the school community, with dance being one of the main activities for the practice of physical activity. School relations with school actors, allowed an easy integration into the environment. With the physical education group, it was possible to reflect on physical education. With my internship colleagues, it was developed a community of practice that improved the quality of the intervention in school and teaching. The research project on student motivation in running activities using the Relive mobile application stands out. I develop my practices through a cyclical process of student learning, based on reflection and the balance of the activities developed.
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Comunidades de Prática Educação Física Ensino à Distância Estágio Pedagógico Motivação na Corrida Processo de Ensino-aprendizagem Programas de Intervenção de Atividade Física na Escola Tecnologia Digital na Educação Física Teoria da Autodeterminação Visitas de Estudo Comprehensive School Physical Activity Programs Communities of Practice Digital Tecnology in Physical Education Field Trips Pedagogical Internship Physical Education Running Motivacion Remote Learning Self-determination Theory Teaching-learning Process