No Ritmo da Aprendizagem: Percurso reflexivo de um estagiário de Educação Física

Abstract

This school placement report aims to document and analyze the author's formative journey within the scope of the Master's Degree in Physical Education Teaching in Basic and Secondary Education. Through a reflective and grounded approach, it describes the pedagogical processes implemented throughout the school year, namely the planning and teaching of instructional units in Futsal, Handball, Badminton, Dance, and High Jump, using student-centered methodologies such as Teaching Games for Understanding, cooperative learning, and assessment for learning. The school context, marked by renovation works in the sports hall and limited spaces, required constant adaptation, alongside the management of heterogeneous classes and the need to foster student motivation and inclusion. The challenges faced, such as the introduction of less familiar contents and the balance between teaching, assessment, and resource management, became learning opportunities that encouraged the search for creative solutions and the reformulation of practices. An action-research study was developed focusing on physical literacy and rotating leadership, involving secondary school students. This study highlight positive changes on the physical, cognitive, social, and psychological physical literacy domains, as well as leadership dynamics among peers. Among the main achievements were the increase in student participation and autonomy, the consolidation of active methodologies, and the strengthening of the author's pedagogical, relational, and reflective competences. This report demonstrates that school placement, combined with a continuous process of reflection and research, was essential for the construction of teaching identity and for understanding the role of Physical Education as a promoter of inclusion, critical thinking, and healthy lifestyles.