As Práticas Corporais de Aventura nas aulas de Educação Física em Birigui-SP

Abstract

The object of study of this research was the teaching of Adventure Bodily Practices (ABPs) in Physical Education classes in Birigui/SP. The research problem consisted of the interest in understanding how ABPs are inserted and applied in state schools in Birigui-SP. Thus, the general objective was to understand the inclusion of ABPs in the São Paulo Curriculum and its application in state schools in Birigui from the perspective of Physical Education teachers. The research was theoretically based on studies developed by Inácio (2021), Tahara and Darido (2019), Armbrust and other authors on the object. This was a qualitative and descriptive research. The organization of the work encompassed the analysis of documents guiding Physical Education in the State of São Paulo, as well as the description of the territory where the research was conducted. The research instrument was a semi-structured interview with Physical Education teachers who work in state schools in Birigui. The analysis of this data was conducted based on Laurence Bardin (2015), together with the WebQDA© software. For teachers, “adventure” is related to well-being, the feeling of freedom, overcoming limits and the search for emotions that are often not characterized in traditional sports, as well as the encounter between human beings and the Environment. We realize that there are difficulties in implementing ABPs at school, intrinsically linked to the lack of materials, continued training, appropriate locations and community acceptance. It was proven that state schools are lacking materials, with few spaces considered “appropriate” for adventure practices, little adherence on the part of the school community (teachers, managers and students) to this theme and resistance on the part of teachers, who They often use alternative materials constructed by teachers and students themselves. The ABPs performed in classes were Orienteering, Parkour, surfing, skateboarding and climbing. The methodological proposal for teaching ABPs is related to institutional documents, and it is more common to occur theoretically within the classroom, with few practical implementations. We did not identify which approaches and pedagogical paths teachers adopt to achieve the objective of getting students to experience and enjoy ABPs in their classes. The choice of pedagogical approach depends on several factors, such as the objectives of the educational institution, the profile of the students, the available infrastructure conditions and the teacher's educational conceptions. In short, we observed some reasons why such teachers are not familiar with these approaches, possibly due to limited initial training, low professional adequacy and updating, educational culture and institutional limitations, exhaustive emphasis on results and, finally, professional inertia. The latter is associated with the habit of specific practices throughout their careers, making them reluctant to explore new approaches, especially if they do not perceive an immediate need for change.