Uma revisão crítica em motricidade, aventura e educação: introduzindo a questão

GENERAL FRAMING OF THE PROBLEM

From whatcame to be known as “outdoor education” (OEd) many decades ago to the most  current  reproductions  that  address  educational  practices  in  nature,  including  directive documents in formal education, ‘adventure’ appears as a key element. The construction of outdoor education as a concept was originally fueled by the romanticism of excursionist poets from the 19th century, with highlights including the work of Henry David Thoreau and Ralph Waldo Emerson,  in  addition to the rich  narratives  from  John  Muir  in the  late 19th  and early 20th century about his expeditions in the region now known as the Yosemite National Park, in the United States. The aesthetic construction of nature as a ‘place’ of beautiful, sublime, and spiritually  invigorating  adventures,  as  describedby  these  romantic  explorers,  emphasizes  an opposition to the aesthetics of the ‘wild’ as a ‘place’ of the primitive and the barbaric, where royal courts and domestic habits were seen as the places of ‘civilized man’ (as described, for example, by Norbert Elias [1939] in his works about the civilizing process).

Referências

ELIAS, N. The civilizing process. New York, NY: Urizen Books, 1939.

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RODRIGUES, C.; PAYNE, P.; LE GRANGE, L.; CARVALHO, I. C. M.; STEIL, C. A.; LOTZ-SISITKA, H.; LINDE-LOUBSER, H. Introduction: New- theory, post- North-South representations, praxis. The Journal of Environmental Education, v. 51, p. 97-112, 2020. https://doi.org/10.1080/00958964.2020.1726265.

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