DO PLANEJAMENTO À PRÁTICA: DESAFIOS E CONQUISTAS NO ESTÁGIO SUPERVISIONADO EM PSICOMOTRICIDADE

Abstract

This experience report details Supervised Internship I in Early Childhood Education undertaken by an undergraduate student in Physical Education in Pires do Rio, Goiás, Brazil. The focus was psychomotricity, an important area for children’s motor, cognitive, social, and affective development, in which a knowledge gap among educators was identified. The methodology involved practical experiences with children aged 5 to 6 years. The planning of 15 teaching sessions over a six-month period included a diagnosis of the school, the development of lesson plans, and pedagogical meetings. The 50-minute classes were structured around playfulness and games, prioritizing interaction and psychomotor development despite limited resources. Assessment was qualitative, based on observation and feedback. Initially, the intern faced challenges in selecting and implementing activities, which did not always generate student engagement. However, the trust established with the children proved essential. From the fifth session onward, this trust increased, resulting in a more fluid learning process. By the tenth session, classroom management had improved, and progress was observed in both the children’s psychomotor development and the intern’s performance. It is concluded that Supervised Internship I is essential for the training of Physical Education professionals, providing an opportunity to develop practical skills and identify and overcome mistakes. It serves as a learning laboratory, preparing future educators to work in a qualified and reflective manner, promoting the integral development of children and serving as a bridge between academic theory and pedagogical practice.