O Caminho para ser Mestre: Uma experiência de estágio

Abstract

The present document describes the path taken during the school placement carried out at a school in the parish of Paranhos, as part of the master's degree in physical education teaching in Primary and Secondary Education. This experience represented the long-awaited transition from student to teacher, in a challenging and distinctive context. Inserted in an initially unfamiliar environment, this process allowed me, in a supported and protected manner, to lay the foundations for what I aspire to build as a future teacher. The structure of this document aims to describe and reflect on the learnings, difficulties, strategies, and memorable moments experienced throughout the school year. Throughout the pages, I trace my journey as a preservice teacher, from my origins to the construction of who I am today, in training that went through the dynamics of the internship group, composed of three preservice teachers, a cooperating teacher and a mentor teacher, the classes I worked with, and the role I took on in planning, teaching, and assessment of classes. The study included in this report stems from my personal interest in understanding and developing practices capable of fostering an environment that is simultaneously regulated and disciplined, but also motivating, positive, and inclusive. Thus, I sought to investigate and reflect on the different actions and strategies adopted by myself and an experienced teacher in the classroom atmosphere and discipline management in a vocational education context. I conclude that the experience proved to be a factor allied to the design of a continuous curriculum, contributing to the construction of an effective and healthy educational environment, which depends not only on the existence of clear rules, but also on empathy, example, careful planning, and pedagogical intentionality. I conclude this report with the final considerations of an intense, demanding, and deeply transformative journey, which contributed decisively to the affirmation of my professional identity