Abstract

ANDRADE, Leonardo Carlos de; ANDRADE, Jéssica da Silva Duarte de  and  MOURA, Sérgio de Almeida. Historical-critical pedagogy and Physical Education: the teaching of adventure body practices in the early years. Rev. Motriviv. [online]. 2020, vol.32, n.63, e71786.  Epub Oct 30, 2020. ISSN 2175-8042.  https://doi.org/10.5007/2175-8042.2020.e71786.

This article reports a didactic experience developed at CEPAE / UFG, with the content “Adventure Body Practices”, for students of the 1st year of Elementary School, having as its articulating axis the symbolic game, fostered by the “storytelling” of children. The action was outlined in 25 45-minute classes, given in three weekly morning shift meetings. The experience is based on the theoretical-methodological basis of historical-critical pedagogy, especially in recent studies on didactics. The course was developed in an interdependent triad: 1º) Storytelling, through adaptations of tales; 2º) Transmission-assimilation of the concepts inherent in the content; 3) Evaluation and registration in the notebook of Physical Education. In addition to the appropriation of concepts related to Adventure Body Practices, children had access to the metabolic relationship between human beings and nature from the symbolic, highlighting the dialectical process of pedagogical practice.

Keywords : Physical education; Historical-critical pedagogy; Adventure body practices; Teaching.

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