Slackline: a aventura no ambiente escolar

Abstract

The slackline is an innovative Body Practice Adventure (PCA) in the school space, created in the mid-80s by climbers in the Yosemite Valley, USA, who used a nylon tape from one fixed point to another to move with greater ease. Over the years, slackline has grown and nowadays it is known worldwide for its practice of balance and relationship with nature, commonly practiced outdoors. The National Common Curricular Base identifies PCA as content to be addressed during the final years of elementary school, from the 6th to the 9th grade. Subdivided into the 6th and 7th Year with urban adventure bodily practices and the 8th and 9th Year in nature, reinforcing the importance of such bodily experiences in school physical education, obtaining historical knowledge of PCA in nature, as well as respect for the environment, overcoming challenges and the experience of controlled risk and security. In this way, this research project sought to verify the possibility of applying sport at school in the final years of elementary school, as well as the perception of the practice that students have when experiencing it, with the intention of providing the experience with an adventure sport, promoting the body practice of adventure and reflection on environmental care through this modality. This is a research with a qualitative approach, still constituting itself as descriptive and exploratory, approaching participant research. The research is composed of a specific population, namely, the class of a public school in the final years of elementary school. The production of data was carried out through the pedagogical process and the participant observation of the students during 4 interventions. From the descriptive analysis of the data emerging from the field diary, it was verified the possibility of applying the modality in physical education classes as a corporal practice of adventure, besides being possible to approach the relation of environmental care. The interventions suggest the feasibility of applying the slackline, as long as the school has some fundamental aspects for its realization, however, there must be interest on the part of the teacher to insert such practices, taking advantage of their creativity to promote adaptations and thus bring for the school physical education environment, innovative contents.