Araújo, Allyson Carvalho deSilva, Cybele Câmara da2020-07-142020-07-142020-03-02SILVA, Cybele Câmara da. Práticas corporais de aventura nos anos inciais: a organização e a sistematização curricular nas aulas de Educação Física. 2020. 179f. Dissertação (Mestrado Profissional em Educação Física em Rede Nacional) - Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte, Natal, 2020.https://repositorio.ufrn.br/jspui/handle/123456789/29609The following thesis emerges from collective and individual discussions and reflections in the National Common Curricular Base regarding the theme of Adventure Body Practices (ABP) and its proposition and expansion in the Municipal Education System of Natal, which started to implement the ABPs in the early years of elementary school. Due to this expansion, we present as the general objective of this study: to analyze and reflect the limits and potentialities of the Adventure Body Practices in the early years of elementary school, based on the development of a systematic and contextualized pedagogical proposal for the classes of 4th and 5th grades. The research has a qualitative action-research approach, with a population formed by the students of the João Paulo II Municipal School (Natal/RN). The pedagogical intervention was carried out with two classes, one from the 4th-grade and the other from the 5th-grade, both with 32 students from the morning shift, happening during the Physical Education classes in the third and fourth bimesters of 2019. As research instruments, we utilized the field journal, the photo and video records used in the description and analysis of the intervention, in addition to the productions elaborated during the classes. In the narratives of our experiences, we recognize the proposal of the ABPs, present in the municipal references of Natal, as fully possible to execute for the classes of the 4th and 5th grades of elementary school. Nonetheless, we considered, through the analysis and the recognition of their area of expertise, that the teachers are capable of expanding the horizon of the ABPs beyond those suggested in the document, without limiting themselves to the presented modalities, accessing the knowledge that the students bring with them and allowing themselves to a change of perspective in their classroom space. We identified the presence of some limitations, such as the necessity of support for risk management in some moments during classes, as well as the obstacle related to the lack of some specific equipment, situations that can be managed and overcome with some adaptations, given to the possibilities the ABPs bring to diversify the body practices of the student’s movement culture, introducing a new world of learning that has, in its energy, the power of captivating, transforming and involving everyone in the school.Acesso AbertoEducação física escolarPráticas corporais de aventuraAnos iniciaismasterThesisCNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA