Uma viagem rumo à Literacia Física ao leme da Aprendizagem Cooperativa

Abstract

The school placement represents both the culmination of an academic journey and the beginning of a new stage in the personal and professional development of the future teacher. This report, prepared by a preservice teacher (the author), portrays the experience carried out in a school in the city of Porto, marked by challenges, meaningful learning, and continuous moments of reflection. Much like a sea travel, this path required constant adaptation, overcoming obstacles, and a progressive redefinition of strategies, particularly when facing a heterogeneous class with difficulties in cooperation and engagement in Physical Education lessons. Given this context, it became clear that adopting student-centered pedagogical approaches was essential, promoting active participation and responsibility in the learning process. In this regard, the implementation of the Cooperative Learning model played a central role, guiding pedagogical practice towards the promotion of physical literacy and contributing to the creation of a more inclusive and meaningful learning environment. In parallel, a research study was conducted to analyse the impact of this model on levels of social and task cohesion. Although the quantitative results were not statistically significant, the qualitative findings revealed a positive evolution in cooperative dynamics, particularly in terms of communication, individual responsibility, and teamwork. Throughout this experience, the preservice teacher progressively consolidated their professional identity, developing pedagogical skills and an increased ability to adapt to the educational context. This journey proved to be highly enriching, fostering a deeper awareness of the role of Physical Education in students' holistic development and marking the beginning of a continuous path of learning and professional growth.