O slackline como prática corporal de aventura: aprendizagens possíveis na educação física escolar

Abstract

School Physical Education encompasses a great diversity of body practices that are constantly renewed and make up the Body Culture of Movement to which students need access. These practices gathered in content are present in the National Curriculum Parameters and in the Common National Curricular Base. Among the thematic units are the Corporal Adventure Practices, Slackline being one of the most easily adaptable to the school environment. However, it is little taught, since the approach to Physical Education classes is still limited to a few traditional sports such as futsal, handball, basketball and volleyball. These, being competition games, are demotivating for students who do not have the necessary specific skills. This causes a lack of interest and the consequent withdrawal of these students from classes. This work has as general objective to investigate the pedagogical contributions of Slackline as content of the Corporal Adventure Practices in Physical Education. The work is characterized as research-intervention with a qualitative approach. For data collection, photographs, notes in a field diary and observation were used. For this purpose, a systematization of the theme was carried out during the supervised internship, in which students had the opportunity to get to know Slackline and experience the practice. They received the necessary guidance and were helped not to suffer injuries. The students followed pre-established goals to progressively improve their balance and walking on the tape. During classes, students actively participated. It was possible to perceive their enthusiasm with each attempt to walk and maintain balance. Everyone has made progress according to their abilities. Getting on the tape, balancing yourself, taking a step or two and walking were the goals. Attitudes of companionship and altruism were perceived. As a result, Slackline favored an environment of friendship, socialization and inclusion, because even after making mistakes after several attempts, everyone helped each other, with no segregation or embarrassment. This allowed for greater student participation and interest, as well as pleasure in classes. Slackline thus becomes a very viable option, providing new learning, favoring the mutual commitment of the actors involved in order to provide support and encouragement to each other in the development of the most diverse skills, in addition to providing solidarity attitudes for everyone to access knowledge. It is concluded that Slackline as a Corporal Adventure Practice brings many pedagogical contributions to be experienced in Physical Education classes, allowing for new knowledge, which involves beyond the physical dimension, affectivity, socialization and respect for individualities.