Impasses no caminho de um estudante estagiário de Educação Física: o desafio de motivar os alunos.

Abstract

This document was prepared in the context of the School Placement, an integral part of the Master's Degree in Physical Education Teaching in Basic and Secondary Education, at the Faculty of Sport of the University of Porto. The School Placement, as a training space, bridges the gap between the academic process and the transition to the profession, in a tangible conflict with the reality faced by a teacher. The School Placement took place in a primary and secondary school, in Espinho, in a resident class of the 11th grade and another shared class of the 6th grade, throughout the entire school year. The connection to the faculty was established by the guiding professor, in strict connection with the cooperating professor and the practicum group, consisting of two more preservice teacher. For the preservice teacher (the author), this was the realization of a dream cherished over several years of experience in an educational context, in Curriculum Enrichment Activities and as a Physical Education teacher in summer camps. The document reports the panoply of experiences lived throughout the year, from the initial understandings about the teaching of Physical Education, to the difficulties that needed to be overcome in terms of planning, assessment, teaching and learning process, teaching strategies, among others. In prominence comes the pedagogical relationship, built with the students, and the confirmation of the passion for teaching and for the act of teaching someone something. During the process, many challenges arose in terms of professional qualification, such as attendance at meetings of the disciplinary group, analysis of the functions of the class director, participation in school sports and an event for the school community. The daily experience of a teacher was also a learning experience, in the interaction with other teachers, colleagues, students and in the elaboration of tasks inherent to the profession. The research study elaborated focused on the questions of motivation (or lack thereof) in Physical Education classes, which is the main problem I came across throughout the school year. The data indicate that the variables teaching cycle and practice/non-practice of regular exercise are differentiators of the type of motivation that students have for the practice, as opposed to the gender variable.