Do Choque à Compreensão: Como a Prática Constrói o Conhecimento

Abstract

This Internship Report was prepared within the scope of the Professional Internship course, part of the 2nd Cycle of Studies leading to a Master's degree in Physical Education Teaching for Basic and Secondary Education at the Faculty of Sport, University of Porto (FADEUP). Its aim is to describe and analyze the experience developed throughout the 2024/2025 academic year at Escola Básica de Rio Tinto, within the context of Supervised Teaching Practice (PES), reflecting on the construction of professional identity, the development of pedagogical competencies, and the intervention with different classes and teaching modalities. The report is structured in three main sections: personal framework, presenting the educational background, essential characteristics of a competent teacher, and initial expectations; institutional framework, describing the cooperating school, the internship group, the classes, and the supervising teachers, highlighting contextual factors influencing pedagogical practice; and professional practice, addressing lesson planning and management, annual, unit, and class planning, applied teaching models, assessment, reflection on practice, and participation in school and community activities. Within professional development, a study titled "Analysis of Exercise Typology in Physical Education Lesson Plans Throughout the Academic Year" was conducted, focusing on an 8th-grade class. The study involved content analysis of lesson plans, categorizing exercises as technical, physical, playful, or cooperative, and relating them to the sports modalities planned for each period. Results showed a dynamic evolution of exercise types, with cooperative and physical exercises predominating in the first period, a transition to technical exercises in the second, and a prevalence of physical exercises in the third, while playful activities were adapted according to context, highlighting pedagogical flexibility and intentional planning. The internship experience allowed for the development of teaching competencies supported by critical reflection, adaptability to the class context, and the integration of theory and practice, demonstrating a commitment to inclusive, intentional, and student-centered teaching. The conducted study contributes to understanding planning practices in Physical Education and to the continuous improvement of pedagogical practices.