A Relação que Ensina: Percurso de um estudante-estagiário em Educação Física numa escola TEIP

Abstract

This Professional Practicum Report documents and critically analyses the process undertaken within the Professional Practicum course, part of the second cycle of studies leading to the Master's degree in Teaching Physical Education in Basic and Secondary Education, at the Faculty of Sport of the University of Porto. The practicum took place at Escola Básica e Secundária do Cerco do Porto, the head school of a cluster integrated into the Portuguese Programme for the Territorialisation of Priority Intervention Educational Policies (TEIP), located in one of the most socially vulnerable areas of Porto. The supervised teaching practice focused on a 9th-grade class. The document is organised into eight chapters, the last of which is dedicated to the research study. It begins with an autobiographical reflection on the personal path and motivations that led to the choice of teaching Physical Education, frames the Professional Practicum within the process of teacher education, characterises the practicum context, and analyses the organisation and development of pedagogical practice across the dimensions of planning, teaching, and assessment. It then presents a critical reflection on the difficulties, constraints, and adaptation strategies experienced, addresses complementary activities - with emphasis on the inclusive experience developed through Boccia within School Sport - and analyses the process of professional development and the construction of teacher identity. Faced with a class characterised by low motivation levels and little initial willingness to engage in practice, the pedagogical intervention was grounded in the centrality of the pedagogical relationship and in the systematic creation of success experiences as conditions for engagement. This realisation motivated the research study developed, of a qualitative and exploratory nature, which examined how the quality of the pedagogical relationship influences students' engagement and participation in Physical Education classes within a TEIP context, from the perspectives of both students and teachers. The path undertaken made it possible to understand that being a Physical Education teacher, particularly in contexts of social vulnerability, entails far more than transmitting content: it means building relationships, creating meaningful learning opportunities, and maintaining a permanent attitude of reflection on practice.