Do Lado de Cá: A Descoberta do Ser Professora de Educação Física

Abstract

This report portrays the path developed within the scope of the Practicum in the Master's Degree in Physical Education Teaching in Basic and Secondary Education, carried out at the Santo Tirso School Group, throughout the 2024/2025 school year. This work critically and substantively reflects on the experience of pedagogical practice in a real teaching context, linking the knowledge acquired during initial training with daily life in the school. The report is organized into four main areas: the framing of the school context and the 11th-grade class where the teaching practice took place; the description and reflection on this practice, focused on the planning, delivery, and assessment of lessons; participation in extracurricular activities promoted by the Physical Education department; and, finally, the deepening of the theme of postural education, supported by a literature review. Throughout the internship, it was possible to apply active methodologies and differentiated strategies, adjusted to the students' characteristics and needs, fostering their autonomy, participation, and holistic development. Teaching practice was continuously accompanied by moments of critical reflection, essential for improving intervention and growing as a future education professional. Collaboration in extracurricular activities, such as tournaments, sports meetings, and school events, contributed to a broader experience of the teacher's role, reinforcing the importance of collaborative work and the integration of the subject into the school's dynamics. Research on postural education reinforced the relevance of the Physical Education teacher's role in promoting healthy habits and preventing problems associated with incorrect postures, pointing towards a more conscious and preventive pedagogical intervention. This report thus represents the consolidation of a demanding and enriching training journey, marked by challenges overcome, meaningful learning, and an increasing commitment to responsible, critical, and student-centered teaching practice.