O ensino das práticas corporais de aventura na educação física escolar: uma experiência de exploração de tempos e espaços na escola e no território.

• Ano de defesa: 2024
• Autor(a) principal: Gizele Aparecida Pereira de Castro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Educação física; Professores de educação física; Educação física - Estudo e ensino; Esportes radicais
• Link de acesso: https://hdl.handle.net/1843/79401

This master's research focuses on Adventure Physical Practices (APPs), specifically their incorporation into Physical Education (PE) classes. The study aimed to understand the challenges, dilemmas, and possibilities of teaching this content within the time and space constraints of a municipal school in Contagem, MG, and within the territorial context where this school is located. We developed a teaching project involving APPs to enhance our didactic approach to these physical practices, and to expand and redefine the use of school and territorial spaces and times. The research participants included students from a ninth-grade class and myself as the teacher-researcher. This qualitative study utilized the theoretical-methodological framework of research-teaching. In this context, teachers were considered researchers of their own teaching practices and simultaneously producers of knowledge about these practices. The research drew on studies about APPs by Inácio et al. (2021); França and Domingues (2023); Pereira and Armbrust (2010; 2012); Tahara and Darido (2018); Pimentel (2022); the relationship between education and territory by Santos (1993) and Da Silveira Greco (2009); and school PE by Vago (1999); Gonzalez and Ferstenseifer (2010). The conception and development of the didactic unit allowed us to expand our knowledge about APPs and contributed to improving our didactic actions with these physical practices. Additionally, this research-teaching expanded our understanding of the relationship between school, education, and the territorial context. Concurrently, we observed that students increased their knowledge about APPs, both conceptually and in terms of practical skills. Finally, the research enabled the teacher-researcher and students to enhance their ability to experiment with APPs within the school and territorial spaces, expanding the possibilities for autonomous use and appropriation in these contexts. We hope that the reflections contained in this study can contribute to the improvement of APP teaching in school PE, thereby broadening the understanding, experimentation, use, and appropriation of these physical practices in school and leisure time.