Práticas corporais de aventura na natureza: possibilidades de vivências e conscientização ambiental na escola e na cidade de Pirenópolis-GO
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2023-10-05
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Universidade Federal de Goiás
Resumo
This research addressed the possibilities of experiencing Body Practices of Adventure in Nature
(PCAN) from the perspective of Environmental Education in school Physical Education classes
and in the city of Pirenópolis-GO. During this research, we sought to promote a dialogue
between Physical Education, Body Practices of Adventure in Nature and Environmental
Education, in order to build a proposal for a didactic unit on PCAN that can be experienced at
school and in the municipality. of Pirenópolis-GO, and also prepare a booklet on environmental
awareness inside and outside adventure practices. The research problems came from questions
such as: What is the learning through experience within the scope of Nature Adventure Body
Practices inside and outside of school? Do Nature Adventure Body Practices contribute to
students’ environmental awareness? The general objective of this study reflected on the limits
and possibilities of a didactic unit on Body Practices of Adventure in Nature developed in
Physical Education classes of the Final Years of Elementary School class at a State College in
agreement with the Military Police of the city of Pirenópolis- GO, analyzing the bodily
experiences induced through this theme and their possible contributions to students'
environmental awareness. This is qualitative, descriptive research, classified based on the
technical procedures used as critical action research. The research was composed of four classes
from the 9th year of Elementary School, and only one of these classes was able to participate
in the extracurricular class. The literature review sought, through different sources (books,
articles published in specialized journals in the areas, laws, guidelines, parameters and
curricular bases) to understand issues relating to Body Practices of Adventure in Nature, these
and school Physical Education and Environmental Education. To produce the data, fifteen
classes (theoretical and practical) were developed on the content of Body Practices for
Adventure in Nature, focusing on Slackline, Orientation and Trekking. The Sequential Learning
methodology, organized by Joseph Cornell (2008), was used in the development of the teaching
unit, which has four phases that flow from one to the other (awakening enthusiasm, focusing
attention, direct experience and sharing inspiration). Class analyzes were carried out using a
semi-open questionnaire, notes from the field diary, photographic records and through a
activities and research guided in the classroom that aimed to evaluate students' learning,
perceptions and possible changes in conceptions regarding the topics covered, in addition to
serving as support for the preparation of the Environmental Education booklet. The results of
this study point to the importance of Physical Education as a discipline with great potential in
the area of languages, capable of contributing effectively to students' environmental awareness
through Body Practices of Adventure in Nature, enabling learning situations that provide
changes in attitudes that help to modify their relationship with nature from the perspective of
Environmental Education, enhancing the development of a certain degree of environmental
awareness.
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Citação
TEIXEIRA, B. B. Práticas corporais de aventura na natureza: possibilidades de vivências e conscientização ambiental na escola e na cidade de Pirenópolis-GO. 2023. 133 f. Dissertação (Mestrado em Educação Física em Rede) - Universidade Federal de Goiás, Faculdade de Educação Física e Dança, Goiânia. 2023.