A Educação Física é para Todos: o professor não deixa ninguém para trás

Abstract

This report seeks to portray the most significant moments experienced by the pre-service teacher throughout the process of supervised teaching practice in a host school during one academic year. Some internal conflicts that the teacher went through at the beginning of his professional practicum are raised, and the role of reflection as a way of overcoming them. The centrality of this document is placed on the entire teaching and learning process (planning, implementation, and evaluation), carried out with the resident class, where it seeks to detail and specify the decisions made, as well as all the moments of reflection that led to adjustments and readjust, in the teacher's action. It is the presentation of a problem that a pre-service teacher faced and had to learn to deal with, look for solutions, study, and a systematic bibliographical review, with the aim of exploring the knowledge that the most recent research provides us with about participation in the classroom. physical education and sports of students with a gender identity and/or sexual orientation different from cisgender heterosexuality, as well as the role that the physical education teacher must develop within this problem. Other roles that the teacher replaced during the practicum are presented, namely in school sports and organizing events. The knowledge required for the teaching profession is diverse and comes from different sources: professional training, disciplinary knowledge, curriculum, and experience. Knowledge from experience is developed by the teacher himself during his day-to-day work, where the reflective process is presented as the key to change and transformation of the teacher's way of acting.