Práticas corporais de aventura: uma proposta sistematizada de conteúdos, para as aulas de Educação Física nos anos finais do Ensino Fundamental

Abstract

Adventure Body Practices (ABPs) for Physical Education classes in the final years of Elementary School, culminating in the creation of a pedagogical workbook as an educational product. This study began from the recognition that, although the National Common Curricular Base (BNCC) includes ABPs as a mandatory thematic unit, research on their effective implementation in school contexts especially in public schools in the interior of Amazonas remains scarce. The theoretical framework draws on authors such as França (2016), Tahara (2017), Lima (2020), Morais (2020), Alves (2021), Corrêa (2022), Rombaldi (2022), Sehn and Neuenfeldt (2022), Campos (2023), Schoenberger (2023), Castro (2024), Khalil (2024), and Ferreira (2025), who highlight the potential of ABPs to promote holistic development, cooperation, environmental awareness, and curricular diversification in Physical Education. The research adopted a qualitative approach with a research-action design, grounded in Yin (2016) and Bardin (2011). The participants were students from the 6th to 9th grades of a public school in the municipality of São Paulo de Olivença, located in the interior of Amazonas. These students actively engaged in the experiential activities as well as in the observation and focus group stages, in accordance with ethical principles for educational research. The results revealed that the implementation of ABPs contributed to the reinterpretation of school and community spaces, diversifying bodily practices and strengthening students’ sense of belonging to the school. It was also observed that the activities fostered learning and body awareness, encompassing motor, cognitive, and socio-emotional dimensions, while reinforcing cooperation and solidarity as key elements in overcoming challenges. Direct contact with the natural environment promoted the development of critical ecological awareness, reinforcing the inseparability of body, culture, and nature. It is concluded that ABPs represent an innovative and formative content, capable of enhancing school-based Physical Education in alignment with the BNCC and grounded in Historical-Critical Pedagogy, thus contributing to the integral and emancipatory education of students. Despite limitations such as the scarcity of specific materials and the need to adapt school spaces, these challenges can be overcome through teacher creativity and the use of alternative resources. The research culminated in the creation of a pedagogical product in the form of a workbook, developed from the practices carried out during the study. This product serves as a concrete tool to support teachers, expanding pedagogical possibilities within schools and reaffirming the commitment of Physical Education to a critical, inclusive, and transformative education, in accordance with the principles of socially referenced quality education.

Keywords: Keywords: Adventure Body Practices. Physical Education. BNCC. Elementary School.