Do Estúdio à Escola: Do Treino Personalizado ao Universo da Docência

Abstract

The school placement represents the culmination of an extensive academic journey, full of challenges and achievements, marking the starting point of a path with greater responsibility and significance. This report, inspired by the metaphor of personalized training - From the Studio to the School: From Personalized Training to the World of Teaching - describes the journey of a preservice teacher (the author), built with commitment, passion, dedication, and resilience, in which each decision, stage, and student contributed to the development as a future Physical Education teacher. The experiences took place in a school in the metropolitan area of Porto, specifically in Vila Nova de Gaia, providing the opportunity to experience the complexity and richness of teaching, particularly in Physical Education, in a real context with a class of unique characteristics. These particularities, while presenting daily challenges, also became opportunities for learning and pedagogical reflection, requiring constant adaptation and careful attention to students' needs. The narrative is guided by the training metaphor, from macrocycle to microcycle, supported by anamnesis and initial assessments. Like training, teaching practice demands continuous adaptations, reflecting a pedagogical approach centered on students' needs, potential, and motivations. The school placement highlighted the importance of inclusive and meaningful Physical Education, promoting values and supported by appropriate teaching models. The fitness development plan progressed from group to individual, valuing practice, knowledge, and the active role of students in their learning. The action-research study conducted during this school placement aimed to enhance students' motivation and engagement through training plans and participatory strategies, fostering autonomy and active participation. The main objective was to stimulate the development of physical literacy across its four core domains: affective, physical, cognitive, and social, integrating metrics applicable in training contexts. The school placement proved to be a pivotal learning experience, in which practice transformed into knowledge, and the student evolved into a mediator of meaningful educational experiences, initiating a professional trajectory grounded in intentionality, dedication, adaptability, and a human-centered approach.