Orienteering: a pedagogical treasure for adventure body practices

Abstract

BACKGROUND: The incentive to practice orienteering in the school environment allows the student to understand, produce, experience and relate knowledge intertwined with social manifestations and body culture. The adventure body practices reach new followers and they have been recognized by the society that searches for reconnection with nature and looks for an escape from urban environments. The physical education teacher has the challenge of contextualizing and offering those practices, enabling students to reflect and experience movement sabed on from their own experiences in class.
OBJECTIVE: The objective of this pedagogical proposal, presented in this experience report, in five classes, was to present the orienteering and its possibilities of practices in the school environment, stimulating physical activity practices with fun, and potential cognitive, functional, social and personal development.
METHODS: The proposal was carried out with 30 (thirty) students enrolled in a 5th grade class, from elementary school I, aged between 10 and 11 years old from a public school in Curitiba city. When the practice was offered to students, several playful and educational objects were made available in order to provide protagonism. Conversations about the sport’s history, the equipment used, the reading of maps, colors and symbols, and types of sports were held, were discussed. As an expansion of knowledge, students participated in a surprise activity, in which they were able to run a sprint track inside the school, with a map produced exclusively for the day.
RESULTS: We noticed that there was a great acceptance by students throughout the process, observing the school environment with greater possibilities of knowledge, such as attitudes of nature preservation, problem solving in a known and safety environment, protagonism and relationship with others.
CONCLUSION: It is concluded that the orienteering is a pedagogically rich content and a safe practice in the school environment, as it promotes exploration and spatial and temporal notions, stimulates creativity, as well as initiative and overcoming limits. It is a content that needs to be included in the curriculum structure of Physical Education classes, in view of all its formative potential.