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Abstract(s)
O presente documento apresenta a reflexão final das experiências vivenciadas por mim
ao longo do estágio pedagógico no ano letivo 2019/2020 na Escola Secundária Quinta
das Palmeiras e no Conservatório de Música da Covilhã. O estágio presencial começou a
2 de Setembro e estaria previsto terminar a 31 de Maio, no entanto devido à ordem de
suspensão das atividades letivas presenciais, apenas foi possível lecionar
presencialmente até ao dia 13 de Março, o que influenciou, tanto o planeamento
efetuado para o ano letivo, como o desenrolar do projeto de investigação, ainda assim
as atividades de lecionação realizaram-se até 26 de Junho. Consta no mesmo, a
contextualização das instituições, os objetivos inerentes a este processo, a
caracterização das turmas bem como aspetos operacionais vivenciados. Apresenta
também reflexões acerca da minha participação nas atividades de desporto escolar,
direção de turma e outras atividades realizadas na escola.
Foi realizado um trabalho de investigação com o objetivo de perceber qual a perceção
dos professores de EF sobre a qualidade de ensino e prática da sua disciplina, bem
como a caracterização quantitativa e qualitativa das suas aulas, mais especificamente:
Identificar as conceções dos professores de EF acerca do ensino de qualidade da sua
disciplina; caracterizar as aulas de EF desses professores sob o ponto de vista da
intensidade, do conteúdo lecionado e do nível de atividade física dos alunos e delinear
estratégias que promovam para uma EF de qualidade, como característica de uma EA.
Os resultados apresentam valores de % do tempo em AFMV superiores a 50%, sendo
que no SOFIT este valor é de 52% e com os cardiofrequencimentros 51%. Os alunos
despenderam 32% das aulas a andar, seguido de estar em pé (28%) e muito ativos
(19%). Relativamente à categoria contexto da aula, estas assentam principalmente em
momentos de jogo (25%), seguido do tempo despendido na organização da aula (24%) e
da realização de exercícios (23%). Sobre a categoria relativa ao comportamento do
professor podemos observar que 49% do tempo foi despendido com feedback relativo
às tarefas da aula, 14% foi destinado ao incentivo da prática de AF fora das aulas e em
36% do tempo de aula não existiram incentivos. Conclui-se que existe preocupação do
corpo docente quanto aos níveis de AF dos alunos, quer dentro quer fora das aulas de
EF, bem como na preparação de aulas com densidade motora apropriada. Para isto os
professores recorrem a diversas estratégias entre as quais o trabalho por estações com a
prática de condição física paralelamente às modalidades abordadas.
This document presents the final reflection of my experiences during the teaching internship in the academic year 2019/2020 at Quinta das Palmeiras Secondary School and at Covilhã Music Conservatory. The on-site internship started on September 2nd and was expected to end on May 31st, however due to the order to suspend in-class activities, it was only possible to teach in-loco until March 13th, which influenced both the planning carried out for the school year, as the research project unfolded, the teaching activities still took place until the 26th of June. It contains the contextualization of the institutions, the objectives inherent to this process, the characterization of the classes as well as the operational aspects experienced. It also presents reflections about my participation in school sports activities, class management and other activities carried out at school. A research work was carried out in order to understand the perception of PE teachers about the quality of teaching and practice of their discipline, as well as the quantitative and qualitative characterization of their classes, more specifically: Identify the conceptions of PE teachers about the quality teaching of your discipline; to characterize the PE classes of these teachers from the point of view of the intensity, the content taught and the level of physical activity of the students and to outline strategies that promote a quality PE, as a characteristic of an AS. The results show values of mora than 50% of the time in MVPA, with SOFIT this value is 52% and 51% with cardiofrequencimeters. Students spent 32% of the classes walking, followed by standing (28%) and very active (19%). Regarding the context of the class, these are based mainly on moments of play (25%), followed by time spent organizing the class (24%) and performing exercises (23%). Regarding the category related to the teacher's behavior, we can observe that 49% of the time was spent with feedback related to the tasks of the class, 14% was used to encourage the practice of PA outside the classes and in 36% of the time there were no incentives. It is concluded that there is concern of the faculty regarding the students' PA levels, both inside and outside PE classes, as well as in the preparation of classes with appropriate motor density. For this, the teachers resort to several strategies, among which the work by stations with the practice of physical condition parallel to the modalities approached.
This document presents the final reflection of my experiences during the teaching internship in the academic year 2019/2020 at Quinta das Palmeiras Secondary School and at Covilhã Music Conservatory. The on-site internship started on September 2nd and was expected to end on May 31st, however due to the order to suspend in-class activities, it was only possible to teach in-loco until March 13th, which influenced both the planning carried out for the school year, as the research project unfolded, the teaching activities still took place until the 26th of June. It contains the contextualization of the institutions, the objectives inherent to this process, the characterization of the classes as well as the operational aspects experienced. It also presents reflections about my participation in school sports activities, class management and other activities carried out at school. A research work was carried out in order to understand the perception of PE teachers about the quality of teaching and practice of their discipline, as well as the quantitative and qualitative characterization of their classes, more specifically: Identify the conceptions of PE teachers about the quality teaching of your discipline; to characterize the PE classes of these teachers from the point of view of the intensity, the content taught and the level of physical activity of the students and to outline strategies that promote a quality PE, as a characteristic of an AS. The results show values of mora than 50% of the time in MVPA, with SOFIT this value is 52% and 51% with cardiofrequencimeters. Students spent 32% of the classes walking, followed by standing (28%) and very active (19%). Regarding the context of the class, these are based mainly on moments of play (25%), followed by time spent organizing the class (24%) and performing exercises (23%). Regarding the category related to the teacher's behavior, we can observe that 49% of the time was spent with feedback related to the tasks of the class, 14% was used to encourage the practice of PA outside the classes and in 36% of the time there were no incentives. It is concluded that there is concern of the faculty regarding the students' PA levels, both inside and outside PE classes, as well as in the preparation of classes with appropriate motor density. For this, the teachers resort to several strategies, among which the work by stations with the practice of physical condition parallel to the modalities approached.
Description
Keywords
Contexto Escolar Cspap Educação Física Ensino Escola Ativa Estágio Pedagógico