Práticas corporais de aventura no ensino médio: implicações à justiça social nas aulas de educação física

Abstract

It is essential to include the Adventure Body Practices (ABP) in Physical Education classes to make them more accessible to students, thereby to fight for social justice. This work considers the necessity of making a big difference in Physical Education classes. Initially, some leading questions are presented. How to deepen discussions about the ABP? How to overcome the difficulties and limitations of ABP in order to insertion of them in school? Therefore, this research aims to analyze and reflect the limits, difficulties and pedagogical possibilities of including the Adventure Body Practices (ABP) in high school to discuss themes related to social justice. This work was conducted in a state public school for professional education, located in the city of Fortaleza-CE, in Praia do Futuro neighborhood. The research participants were nine undergraduate students from the Federal University of Ceará (UFC), members of The Institutional Scholarship Program for Teaching Initiation (PIBID), and eight student monitors from the school. This project is characterized by a qualitative approach and

descriptive method. The instrument used was the field diary, drawn up by the teacher- researcher, the Critical Incident Technique (CIT) produced by the teacher-researcher

and PIBID scholarship holders, and a focus group developed with student monitors. Based on the research and professional experiences, a didactic sequence was drawn up as an educational product, on how to work with various adventure body practices in high school. This product will be made available online. Reflecting on the difficulties, possibilities and limitations observed in ABP classes, it is clear that the lack of safety equipment, the scarcity of material and the short time available for the experiences represent significant obstacles. Critical incidents have proved to be an important tool for perceiving and confronting the social injustices that occur in the classes. Searching for partnerships with students, with the school board and with the community are the key to developing not only the ABP classes, but also any practice that it is different from the traditional ones. It is crucial to point out that not everything could be analyzed from the classes what makes it relevant for future reflections. In this sense, seeking out a critical friend to point out issues that were not observed or were not discussed enough in this research could enrich the work even more and contribute to expanding these practices at school.