ENTRE O JOGO E A VIDA: O Domínio Social como Palco de Aprendizagem, na Voz de um Professor Estagiário

Abstract

This document shares the experience developed in the context of school placement experience, carried out at a school in the metropolitan area of Porto. It reflects a process of personal and professional development built upon previous sporting and pedagogical experiences, teaching practice, and the consolidation of a professional teaching identity. Inspired by the metaphor "between the game and life", the report discusses Physical Education as a space for human, relational, and social development. It presents a humanistic view of education and the understanding of the student as an active participant in the teaching-learning process. In addition to development at the motor level, it emphasizes the other domains of physical literacy with a focus on the social domain, promoting values such as respect, cooperation, responsibility, autonomy, and a sense of belonging. The report describes the context of the cooperating school, the characteristics of the class group, the collaborative work developed with the internship group and other teachers, as well as the planning, intervention, reflection, and assessment processes that shaped the academic year. It also discusses the decisions, challenges, and adaptations inherent to pedagogical practice. Highlight the importance of inclusive, safe, and motivating learning environments capable of fostering meaningful learning experiences and student engagement. Different pedagogical models and teaching strategies were adapted to the needs of the class and oriented towards students' active participation. Reflects on the regulatory and formative role of assessment, supported by feedback, questioning, reflection, and the appreciation of individual progress. The report also includes a pedagogical intervention in the area of physical fitness, developed according to the Youth Participatory Action Research model, to improve autonomy and awareness of students about their learning process, through the articulation of physical fitness, physical literacy, and the social domain. Overall, this report reflects a journey marked by critical reflection, constant adaptation, and the consolidation of a teaching perspective centred on human relationships, inclusion, and students' holistic development. More than teaching content or motor skills, the internship demonstrated that Physical Education can and should educate for life, contributing to the development of "good people" both inside and outside the classroom.