"Estágio Profissional: O Culminar de um Esforço no Caminho para ser Professor"

Abstract

The School Placement represents one of the main and fundamental milestones of the culmination of the initial training of a future teacher. It is at this moment that the preservice teacher effectively feels what it is like to practice the profession of teacher, through their functions, duties and constant challenges that arise during everyday life. This school year arrived with the hope of being the beginning of the post-pandemic, with the complete return to face-to-face mode, but still with its restrictions, characterized by a new range of challenges, where different measures and ways of acting were necessary. It was an essential process for the construction, change and evolution of my own being, not only as a future teacher, but also as a person, thus promoting the creation of my identity as a teacher. Thus, this document reflects an interior look at the internship process, which is complex, but full of pedagogical, social and personal learning and teachings, which promote reflection. For that, this report was formulated in chapters that demonstrate the course of this same adventure, started in a secondary school in the municipality of Porto, of a preservice teacher a little afraid, but with a lot of desire to learn and teach, with his theoretical conceptions created previously to this experience. The School Placement made it possible to test these same concepts, proving them or transforming them, considering the new challenges that constantly arose and the way in which they were overcome. The report is also complemented with a study alluding to Active School, to analyse the different points of view regarding school spaces as promoters of physical activity. It was possible to perceive that in the cooperating school physical activity in school spaces is a common concern to all, verifying a good receptivity for the development of the Active School project. However, there are some problems in its execution, namely with regard to outdoor spaces, whose schedule rotation conditions the practice of physical activity, as well as the difficulty of integrating active breaks in the context of the classroom.