Relatório de atividade profissional: da educação físico-motora no pré-escolar até à educação física no 2º ciclo. a transversalidade ou transferibilidade de competências entre ciclos dentro do ensino básico
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2019-05-24
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No interior deste relatório caminhamos para uma abordagem constante à transversalidade e transferibilidade de competências na ponte entre ciclos, bem como, as estradas de modelo de ensino mais adequado entre si. Se o que se preconiza é um ensino de sucesso que gere crianças críticas da sociedade em que se inserem, importa investigar, quebrar barreiras, apostar na mudança e inovação educativas e aplicar a melhor e mais adequada intervenção pedagógica. O nosso país tem assistido nos últimos anos a transformações políticas, sociais e económicas que, intrinsecamente, alteraram a sociedade e, consequentemente, o sistema educativo. As atuais exigências educativas e sociais moveram para a escola tarefas que antigamente pertenciam à vida social e às famílias, e com isso a profissão de professor dos primeiros ciclos foi afetada, mais propriamente sobrecarregada. Aliada a estas transformações encontra-se a falta de condições de trabalho e a perda de estatuto socioprofissional. Neste enquadramento, este relatório debruça-se em duas partes, uma focada na organização/gestão curricular, no papel do currículo voluntário e obrigatório, geral e específico da Educação Física nos “três” ciclos do ensino básico e os contributos que dão no desenvolvimento das competências essências, específicas e gerais físico motoras do aluno nestes ciclos, aludindo ao caso prático da minha docência. Existe assim dentro de cada ciclo, uma compilação prática, validada e justificada teoricamente do trabalho desenvolvido ao longo dos últimos cinco anos em que exerci várias funções docentes no ensino público, nomeadamente, no que diz respeito às tarefas associadas no serviço atribuído, bem como à posteriori, os fatores determinantes e condicionantes à atividade, na qualidade da sua travessia, fizeram perspetivar o processo nestes níveis. Numa segunda parte deste documento, tendo por base a legislação e as ideias atuais sobre a escola e a Educação Física, do pré-escolar, passando pelo primeiro ciclo e acabando no segundo ciclo, a intervenção educativa e o sucesso educativo, importa, então refletir sobre nos modelos de ensino focarmo-nos em algumas estratégias educativas que deviam abrir portas para diminuir a monodocência como modelo de prática pedagógica e realidade organizacional levada a cabo em Portugal. Como opção pedagógico-didática, a docência da disciplina de Educação Física, devia ser de cariz obrigatório por docentes especificamente profissionalizados. Este caráter de fim da monodocência e o lecionar de disciplinas singulares por professores profissionalizados com essa especificidade em grupos de recrutamento para o efeito nestes ciclos de ensino ou em menos seria um meio maisfidedigno e facilitador das aprendizagens dos alunos e vinculador de cumprimento curricular obrigatório. Percebendo que o referencial afetivo na relação aluno/professor constrói-se com boas práticas seja na docência única ou partilhada. Para além disso, são ainda feitas referências ao processo de avaliação aferida das ações desenvolvidas, na perspetiva de melhorar esse momento da prática pedagógica junto dos alunos e de estratégias para tornar mais adaptado à realidade do ensino. No cômputo geral, ambiciono ponderar sobre a tarefa concretizada, na perspetiva de aperfeiçoar constantemente a ciência pedagógica
Within this report we move towards a constant approach to transversality and transferability of competences among cycles, as well as, the most appropriate teaching strategies and methods. If what is advocated is a successful teaching that generates critical children in the society they belong to, it is important to investigate, break down barriers, bet on educational change and innovation and apply the best and most appropriate pedagogical intervention. Over the last years our country has witnessed political, social and economic transformations that have intrinsically altered society and, consequently, the educational system. The current educational and social demands moved to school tasks that formerly belonged to the social life and to the families and that led to a change in the role of the first cycles teacher. It is now more overloaded. Allied to these changes is the lack of working conditions and the loss of socio-professional status. In this context, this report is divided into two parts, one focused on curricular organization, in the role of the general and specific voluntary and compulsory curriculum in Physical Education in the three cycles of basic education and the contributions they give to the development of essential competencies and skills of the students in these cycles, alluding to the practical case of my teaching practice. There is thus within each cycle a practical, validated and theoretically justified compilation of the work developed during the last five years in which I have carried out various teaching functions in public education, namely the tasks associated with the assigned service, as well as the determining and conditioning factors of the activity that led to see the process in this way. In a second part of this document, based on current legislation and ideas about school and physical education, from pre-school through the first cycle and ending in the second cycle, educational intervention and educational success, it is important to reflect on the teaching models, focusing on some educational strategies that should open doors to reduce the monodocence (one teacher) as a model of pedagogical practice and organizational reality carried out in Portugal. As a pedagogical-didactic option, the teaching of the discipline of Physical Education should be compulsory and taught by professionalized teachers. Ending monodocence and teaching disciplines by professionalized teachers with this specificity in recruitment groups in these cycles would be more reliable and it would facilitate students' learning and assure compulsory curriculum. A good student / teacher relationship is built with good practices, whether in single or shared teaching. In addition, references aremade to the evaluation process of the actions developed, in order to improve pedagogical practice with students and strategies to adapt to the reality of teaching. In general, I aspire to reflect upon the work I have done, in the perspective of constantly improving pedagogical science.
Within this report we move towards a constant approach to transversality and transferability of competences among cycles, as well as, the most appropriate teaching strategies and methods. If what is advocated is a successful teaching that generates critical children in the society they belong to, it is important to investigate, break down barriers, bet on educational change and innovation and apply the best and most appropriate pedagogical intervention. Over the last years our country has witnessed political, social and economic transformations that have intrinsically altered society and, consequently, the educational system. The current educational and social demands moved to school tasks that formerly belonged to the social life and to the families and that led to a change in the role of the first cycles teacher. It is now more overloaded. Allied to these changes is the lack of working conditions and the loss of socio-professional status. In this context, this report is divided into two parts, one focused on curricular organization, in the role of the general and specific voluntary and compulsory curriculum in Physical Education in the three cycles of basic education and the contributions they give to the development of essential competencies and skills of the students in these cycles, alluding to the practical case of my teaching practice. There is thus within each cycle a practical, validated and theoretically justified compilation of the work developed during the last five years in which I have carried out various teaching functions in public education, namely the tasks associated with the assigned service, as well as the determining and conditioning factors of the activity that led to see the process in this way. In a second part of this document, based on current legislation and ideas about school and physical education, from pre-school through the first cycle and ending in the second cycle, educational intervention and educational success, it is important to reflect on the teaching models, focusing on some educational strategies that should open doors to reduce the monodocence (one teacher) as a model of pedagogical practice and organizational reality carried out in Portugal. As a pedagogical-didactic option, the teaching of the discipline of Physical Education should be compulsory and taught by professionalized teachers. Ending monodocence and teaching disciplines by professionalized teachers with this specificity in recruitment groups in these cycles would be more reliable and it would facilitate students' learning and assure compulsory curriculum. A good student / teacher relationship is built with good practices, whether in single or shared teaching. In addition, references aremade to the evaluation process of the actions developed, in order to improve pedagogical practice with students and strategies to adapt to the reality of teaching. In general, I aspire to reflect upon the work I have done, in the perspective of constantly improving pedagogical science.
Descrição
2º Ciclo em Ensino da Educação Física nos Ensinos Básico e Secundário
Palavras-chave
Educação Físicf , Experiência Profissionap