A pedagogia da aventura enquanto modelo pedagógico em crescimento na atividade física

Abstract

The relevance of pedagogical models in physical activity has increased in recent decades. These are the structures in which teachers can organize the different elements involved in the teaching-learning process to achieve the expected learning results. Among the various existing pedagogical models, we can distinguish between those with a more consolidated trajectory and the so-called emerging models that seek new teaching-learning paradigms centered above all on active learning. Among the emerging models, we find Adventure Pedagogy (AP), which is based on the models of education through adventure (an approach centered on challenge and adventure as an essential component of activities) and Outdoor Education, which is based on activities in the natural environment. In this way, Adventure Pedagogy seeks, through the challenge and possibilities offered by the natural environment, to contribute to humanizing participants through personal and social development, while promoting the development of specific technical skills for physical activities in the natural environment. This article describes the current relevance of the Adventure Pedagogy model, its key components and its possibilities as an emerging model in the search for the integral development of participants in physical sports activities.