Do Conhecido ao Desconhecido: Crescer entre o 1.º Ciclo e o Ensino Secundário

Abstract

At a time when teaching demands more than the mere transmission of content, this report reflects the unique journey of a Preservice Teacher who experienced the School Placement not as an academic requirement, but as a space for personal, ethical, and pedagogical growth. Developed in a public school in the metropolitan area of Porto, within the context of a 12th-grade class, this journey unfolded as a constant confrontation between intention and reality. Throughout the different stages of planning, implementation, assessment, and reflection, this document narrates a crossing between the known and the unknown, between the spontaneity of Primary Education and the complexity of High School, revealing the concrete challenges of teaching Physical Education and the demands of an inclusive, intentional, and humanistic approach to education. Grounded in a critical view of the subject as a formative and transformative space, the presented intervention reflects the progressive construction of a professional identity rooted in active listening and in the ability to decide, reformulate, and act based on clear educational values. From annual planning to managing the unexpected, through cooperation with the internship team and the use of various teaching strategies and models, each choice represented an ethical commitment to meaningful learning for all students. Assessment was approached as an instrument of pedagogical justice and regulation, with constant attention to individual needs and learning rhythms. Supervision proved to be essential, marked by a demanding and humane dialogue, where critical thinking was promoted as a core axis of professional development. The relationship with students, built through challenges and achievements, became the fertile ground on which a practice centered on care, presence, and the construction of meaning could grow. Within this context, research was conducted on the potential of dance to promote social interaction, cooperation, and cohesion, reinforcing the relational and inclusive dimension of Physical Education. This report does not simply describe practices: it is the expression of a commitment to a critical, relational, and transformative teaching practice. Throughout these pages, the voice of a future teacher is affirmed, someone who understands teaching as an act of social responsibility and who embraces, with conviction, the ongoing desire to learn, listen, and teach with intention and sensitivity.