Relatório da Prática de Ensino Supervisionada
Data
2021-06-18
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O presente documento insere-se no âmbito do Estágio Pedagógico, integrado no 2º ciclo do Ensino de Educação Física nos Ensino Básico e Secundário do Departamento de Ciência do Desporto, Exercício e Saúde, da Escola de Ciências da Vida e do Ambiente, na Universidade de Trás-os-Montes e Alto Douro, Vila Real. O estágio pedagógico é a culminância da aplicação da teoria em momentos de prática real. Os princípios teóricos, coadjuvados à experiencia e reflexão que a prática potencializa, possibilita ao estagiário uma aquisição de soft skills, hard skills e micro skills que lhe permitirão uma maior competência para a sua prática laboral. Assim, a formação apresenta-se como um processo dinâmico, contínuo e inacabado, uma educação linear, de reconstrução de saberes, sentimentos, avaliações e reflexões no qual se constrói o saberação. O processo evolutivo das competências profissionais do estagiário terá que forçosamente passar pela reflexão e pela reflexão da ação. O presente relatório apresenta-se numa sequência didático-pedagógica, sistematizada e contextualizada do processo de ensino-aprendizagem. A sua estrutura patenteia-se com o enquadramento pessoal e institucional, as tarefas de ensinoaprendizagem, a relação escola-meio e reflexão crítica do estágio, bem como todas as atividades projetadas na escola ou pela comunidade educativa. No epílogo do documento, podemos aferir que o Estágio Pedagógico é um fator determinante de aprendizagem, recorrendo sabiamente à ambivalência da teoria vs prática estruturada num conhecimento empírico.
This document is part of the Pedagogical Internship, integrated in the 2nd cycle of Physical Education Teaching in Basic and Secondary Education, Department of Sport, Exercise and Health Sciences, School of Life and Environmental Sciences, at the University of Trás-os-Montes and Alto Douro, Vila Real. The pedagogical internship is the culmination of the application of theory in moments of real practice. The theoretical principles, in addition to the experience and reflection that the practice enhances, enable the trainee to acquire soft skills, hard skills and micro skills that will allow him to have greater competence for his work practice. Thus, training presents itself as a dynamic, continuous and unfinished process, a linear education, of reconstruction of knowledge, feelings, evaluations and reflections in which knowledge-action is built. The evolutionary process of the trainee's professional skills will necessarily have to go through reflection and action reflection. This report is presented in a didactic-pedagogical sequence, systematized and contextualized of the teaching-learning process. Its structure is shown with the personal and institutional framework, the teaching-learning tasks, the school-meaning relationship and critical reflection of the internship, as well as all the activities designed in the school or by the educational community. In the epilogue of the document, we can verify that the Pedagogical Internship is a determining factor of learning, using wisely the ambivalence of theory vs practice structured in an empirical knowledge.
This document is part of the Pedagogical Internship, integrated in the 2nd cycle of Physical Education Teaching in Basic and Secondary Education, Department of Sport, Exercise and Health Sciences, School of Life and Environmental Sciences, at the University of Trás-os-Montes and Alto Douro, Vila Real. The pedagogical internship is the culmination of the application of theory in moments of real practice. The theoretical principles, in addition to the experience and reflection that the practice enhances, enable the trainee to acquire soft skills, hard skills and micro skills that will allow him to have greater competence for his work practice. Thus, training presents itself as a dynamic, continuous and unfinished process, a linear education, of reconstruction of knowledge, feelings, evaluations and reflections in which knowledge-action is built. The evolutionary process of the trainee's professional skills will necessarily have to go through reflection and action reflection. This report is presented in a didactic-pedagogical sequence, systematized and contextualized of the teaching-learning process. Its structure is shown with the personal and institutional framework, the teaching-learning tasks, the school-meaning relationship and critical reflection of the internship, as well as all the activities designed in the school or by the educational community. In the epilogue of the document, we can verify that the Pedagogical Internship is a determining factor of learning, using wisely the ambivalence of theory vs practice structured in an empirical knowledge.
Descrição
Relatório elaborado com vista à obtenção do grau de Mestre em Ensino de Educação Física nos Ensinos Básico e Secundário, na Universidade de Trás os Montes e Alto Douro
Palavras-chave
Educação Física , Estágio Pedagógico