Cae Rodrigues

The environment is posed as a contemporary and greatly important issue, being directly related to the current economic model and to the human-nature opposition, legitimating the search for alternatives that value nature and strengthen the connection, or religare (in Latin), between the parts. One possibility in this sense is the contact with nature through interpretive trails, in which the aspects of a given natural area are evidenced, transforming the interaction of a walk into a moment of teaching and learning marked by reflections and dynamics of empowerment related to the importance of these localities. The research aimed the proposition of adjustments in the Porteira trail, located inside the Reserva Particular do Patrimônio Natural do Caju (‘Cashew’ Private Natural Heritage Reserve), in Itaporanga d'Ajuda (Sergipe, Brazil), giving options and adding quality to learning processes in environmental education in the site. The research was carried out during July and August of 2018, and is the result of activities connected to the PostGraduate Program in Development and Environment of the Federal University of Sergipe, in which the authors performed an interdisciplinary action-experience, resulting in the proposal of an interpretative trail in a Private Natural Heritage Reserve in the state of Sergipe. The methodology was divided in three steps: bibliographic review; field visit and construction of the diagnosis related to the structural and didactic quality of the trail; and defining the points of attractiveness of the Trail. The study area was the Embrapa Tabuleiros Costeiros Experimental Field Trail, better known as Caju Reserve. As a result, the proposal for the creation of the Porteira Interpretive Trail was drafted, which will be presented to Embrapa as another option to be carried out in the locality, valuing it even more as a potential site for the research and practice of Environmental Education.

The article shows an analysis of how the theme “water” is presented in chemistry textbooks in high school settings. The results show, to a large extent, a contextualized approach of the chemical contents related to the theme “water” through texts with technological applications and their environmental, social, political and economic implications. From this initial analysis, the authors propose the construction of a model for the insertion of environmental education in the teaching of Chemistry using “water” as a generative theme. The research aims to encourage and to contribute with pedagogical practices in Chemistry studies that favor the contact of students with environmental themes in learning experiences that are pleasurable and meaningful for students.
Keywords: Curricular Environmentalization, Chemistry Teaching, Generative Themes.

In its ontological presuppositions, epistemological interests and methodological deliberations, critical theory of environmental education research (EER) is simultaneously scientific, normatively (and reflexively) critical, and non-idealistically practical. It is, therefore, a theory of practice, or praxis. Critical EE and its research aim for personal, social and ecological forms of justices achieved transformatively through the de and reconstruction of pedagogical, curriculum, policy and research practices that reconstitute various injustices. Missing from this reconstructive critique is the crucial role of aesthetics and the importance of affectivity in generating meaning about the agency of the researched by the researcher/actor. In this small scale self study of aesthetics and affectivity, we report on the deliberations of a workshop spread over two days about the aim of framing EER as a triad of environmental aesthetics-environmental ethics-ecopolitics. We emphasize how sensuous ethnography in walking provided a methodological means within the mobility genre of interpretive research. We aim to generate meaning about the concept of ecosomaesthetics needed in a new language and images of environmental education. Some key images are included in the following text while others are referenced and available on-line (see footnote 7).

The article analyzes the production of knowledge about Human Motricity (HM) in 12 Brazilian Physical Education journals classified as A and B by Capes-WebQualis during the period of 2000-2015. Methodologically, the study is characterized as a quali-quantitative bibliometric study. As a result, 10 articles met the established criteria; the analysis of this corpus indicates that (a) the theory of HM is strongly linked to Physical Education programs in higher education settings in the state of São Paulo and (b) the publication of the subject occurs, predominantly, in journals also published in São Paulo state. The themes addressed in the articles were: (a) epistemological texts of knowledge production analysis; (b) epistemological texts dealing with the conception of body and health; (c) studies that present possibilities in methodologies in the teaching of corporal practices related to elementary school and higher education settings; (d) texts that deal with corporeal practices under the bias of HM.

This elaboration of an ecopedagogy in movementscapes aims to present an empirically informed account of the concept of ecomotricity as manifested in the living body interacting in/with nature (human-and-other-than-human). This interaction is ludic (where pleasure or joy/happiness gives meaning to the lived experience) and ecological (ecosomaesthetic-environmentally ethical-ecopolitical) and provides for revitalized and animated ecopedagogical practices (and research). Critical examples and insights are presented as praxical evidence of how the ecophenomenological and ludic essence of ecomotricity challenges individuals in particular movementscapes to question their ways of being-in-the-world as a form of ecobecoming potentiality. This step towards the (de)(re)construction of environmentally oriented outdoor experiential learning in moving body-time-space relationalities is, potentially, significant to overcoming some of the ontological limits to rational change too often uncritically presumed pedagogically regarding human-nature relations.

The aim of the study presented in this paper was to analyze the physical structures in the Stadium “Governor Lourival Baptista” in the city of Aracaju, Sergipe (Brazil), in regards to accessibility - in the categories security and autonomy – for receiving wheelchair users in the events that occur in this specific leisure equipment. Methodologically, the research was characterized as a case study with a qualitative bias. The data was collected through participant observation for five days, one of which occurred during a football match in the 2015 state championship. The researchers also photographed specific sites in the stadium – following a preconceived script – including facilities inside and outside the stadium. These images were also part of the analysis. The paper concludes that the internal areas of the stadium offer accessibility for wheelchair users as recommended by the legal orientations of the document ABNT 9050. However, some structures of the external areas of the stadium do not meet the needs of people with disabilities regarding autonomy and safety.

“Environmental Education: transdisciplinary approaches to addressing wicked problems” was a global online course offered by Cornell University, the North American Association for Environmental Education (NAAEE) and Environmental Education Exchange, a non-profit organization providing programs and services for the advancement of environmental literacy in the United States and Mexico. For the completion of the course it was required that each participant answered a series of questions on diversified environmental issues after going through the lectures and readings for each module of the course. In this document I present my answers to these questions, bringing personal geo-epistemologically placed/incorporated knowledge contrasted with the “facts”, views and ideas offered by the course lecturers. By sharing my answers in a wider platform such as Academia.edu, I hope to reach a greater number of colleagues that share an interest in environmental education (research). May this also be an invitation to those that wish to critically engage in dialogues that might be prolific to the (scientific) community.

The aim of the paper was to analyze evidences of curricular environmentalization in physical education
programs in higher education settings in Brazil. Accordingly, the corpus of analysis was composed by
guides of academic units that address environmental issues in physical education programs of Federal
Universities in Brazil. The corpus was analyzed through Discursive Textual Analysis, methodology that
comprises: a) disassembling of written texts (“unitarization”); b) establishing relations (categorization);
c) capturing of an emerging novelty (original “metatext”). The “units of meaning” highlighted during
the unitarization step were organized into predefi ned categories based on characteristics framed by the
ACES Network for an environmentalized study. This benchmark was chosen due to its academic strength
in front of the environmental fi eld, presenting itself as a signifi cant current social (con)text and bringing
in its defi nitions results of historical clashes surrounding the emergency/legitimation of elements that
constitute contemporary concepts about the “environment”. Thus, it should be expected that at least
the key concepts of each category were embraced by academic units that propose a dialogue between
the environmental fi eld and the fi eld of physical education. However, the results of this research show
a very different reality, putting in evidence sportive and recreational activities in nature as the almost
exclusive focus of academic units that address environmental issues in physical education programs of
Federal Universities in Brazil. Furthermore, the paper’s conclusive arguments present signifi cant evidences
about the dimensions of environmental discourses that are being incorporated by physical education
curricula in higher education settings, as well as new/”alternative” perspectives that emerge when the
environmental and the physical education fi elds cross paths.

Distinct discourses related to the socioenvironmental issue emerge from the insertion of the environmental dimension in different fields of knowledge. Considering the historical force of games, sports and leisure as sociocultural phenomena in the field of physical education, the aim of this article is to analyze how these phenomena influence the constitution of environmental ideals considering, more broadly, discourses that emerge from dialogues between the physical education and the environmental fields. To this end, the corpus of analysis comprised articles in scientific journals that address the insertion of the environmental dimension in physical education in Brazil. In general, the results of the Discursive Textual Analysis on the researched corpus showed that the influence of games, sports and activities in leisure contexts in the constitution of environmental ideals is still quite rudimentary.

This article aims at highlighting the potential value of “vagabonding” as a pedagogical strategy in experiential learning programs of Environmental Education, based on the importance of “phenomenological deconstruction/reconstruction” in critical educational processes. The idea of “vagabonding” is grounded on perceptual/sensorial experiences with the environment that allow the construction of spatiotemporal relations that may cause some “discomfort” and “strangeness”, as well as a certain distancing of objectives focused on performance. The proposed reasoning is justified by the consideration that this kind of experience can create spaces with potential openings to discuss different aesthetic, ethical, and political aspects that involve human(society)-world(nature) relations. Thus, as an “alternative” sociocultural experience, the main contribution of “vagabonding” would be the potential incorporation of a phenomenological conception of time and space that allows the “deconstruction/reconstruction” of socially “naturalized” concepts/ideas, an important step towards meeting the objectives of critical/post-critical theories in Education.

Considering the diversified manifestations of the environmental phenomenon in distinct fields of knowledge and the relevance of curriculum practice and academic research in the broader perspective of the environmental happening, the research presented in this paper focused the environmentalization of physical education in higher education settings and in contexts of academic research. The announced problem was approached in the paper by central arguments raised during Discursive Textual Analysis of the research corpus. The proposed objectives did not include the creation of frameworks for the institutionalization of the environmental dimension in physical education, nor judgments regarding “good” or “bad” practices of environmentalization. However, the presented geo-sociocultural scenario is significant in the attempt of advancing towards a written history surrounding the environmentalization of physical education, thus, offering consistent elements for future researches and possible frameworks on the subject.

The aim of the presented research targets the following question: considering the global dimension of the “environmental happening” and the tendency towards the environmentalization of different areas of knowledge, what developments stand out in the field of physical education in the context of academic research? The corpus of the research embraces proposals for the insertion of the environmental dimension in physical education in Brazil that were published in scientific journals. The corpus was analyzed using Textual Discursive Analysis and the results shine a light on trends and issues surrounding processes of environmentalization of physical education in Brazil today.

The question of how the environmentalization of the curriculum might occur in the higher education sector in a sustainable manner has become a local, national, regional and global concern for environmental educators, specifically, and educators, generally. The contemporary ACES framework includes ten characteristics of “environmentalization” deemed appropriate for incorporation into teacher education programs, and has been adopted by some Brazilian public universities among others in Latin America and Europe. This highly influential framework was developed by a group of “Latin” academics from Europe and Latin America. We bring that framework into critical dialogue with the development of the “socially critical” and “post-critical” perspectives in environmental education curriculum and framings of its research, as this critical discourse has developed in the Anglo-speaking North over the past thirty years. We reflexively identify a number of key similarities and differences in this South-North dialogue. Brazilian educators, curriculum specialists and researchers, for whom this article is primarily written, might further refine the critical possibilities of the ACES framework in their efforts to environmentalize the curriculum. More broadly, this article exemplifies a non-colonial approach to globalizing the discourse of environmental education.

Discussions surrounding environmental issues span multiple fields, promoting different ways to relate to the theme. The multiplicity of meanings resulting from these encounters should be analyzed regarding the processes of symbolic dispute in which they are formulated, among them, the environmentalization of curricula in higher education. Thus, this article, sustained by theoretical research, aims to analyze how the insertion of the environmental dimension is being structured in physical education in Brazilian higher education. To this end, the article was divided into four parts, showing: a) elements of curricular environmentalization in higher education; b) some particularities of physical education, considering it an area of knowledge; c) the role of nature activities in the environmentalization of physical education curricula; d) the final considerations, seeking to understand the processes of environmentalization of physical education curricula in Brazilian higher education.

The disputes surrounding environmental issues indicate that it configures itself as a field of power and struggle within which interests are played related to the environmental event. In this sense, the aim of this article is to highlight conflicts associated with the processes of environmentalization of leisure practices. To this end, the discussion will be developed in three parts, in which: (a) the debate on the environmentalization of social reality will be presented; (b) the conflicts associated with the environmentalization of leisure practices will be analyzed; (c) the final considerations will be presented, highlighting the diversity of 'problems' associated with the theme, some particular to the leisure field, some to the environmental field, and others that arise at the interface between the two; researches that can contribute to the analysis of the processes of environmentalization of leisure practices will also be indicated.

Evaluating the role of philosophy within the general framework of constituted knowledge, we seek to determine in this article the meaning of the idea that cognitive science has come to substitute the role that has always been associated with epistemology. Investigating the relationship between philosophy and cognitive science, we critically evaluate the proposal of the Brazilian philosopher Marcos Barbosa de Oliveira, which states that cognitive science should be divided into natural and cultural. As we stand against this proposal, we argue that dividing cognitive science in two areas would bring more problems than solutions to the studies of the mind, because we believe that the integration of knowledge, the efforts to develop a common theoretical -conceptual framework, as well as the exchange of ideas, one of the main goals of cognitive science, should not be abandoned because of worries that cognitive science would be treating as natural supposedly cultural aspects of cognition. Finally, we seek to point out the direction towards a systemic perspective, in which the specificities among knowledge would not be as apparent as they are commonly understood and investigated.

Amid the contemporary environmental crisis, underpinned by a social structure that values, above all, production and consumption, different possibilities of cooperation emerge between distinct areas of knowledge in search of strategies for dealing with environmental problems. In this sense, education plays a fundamental role, becoming a major force of social structure. Another social phenomenon that has gained strength in recent decades is leisure. Furthermore, education and leisure are fields that have relations that extend in different contexts, and, both in school and in non-school contexts, ‘education through leisure’ has appeared increasingly in teaching and learning processes. In this paper we present, in three parts, the results of a theoretical research: the first part aims to identify, through the analysis of the conceptual history of environmental education, the critical proposals that are on the agenda today; in the second part we present some of the essential elements for understanding the definition of ‘leisure’; in the third part, already in our final remarks, we seek an understanding of leisure that could really contribute with critical environmental education proposals, proposing a path towards a possible ‘environmental education through leisure’.

Despite the fact that the environmental event is one of the most debated issues in contemporary life, and that environmental education undoubtedly occupies a central place in educational agendas worldwide, we can state that, in most cases, the reality of schools are still far from the ideals of environmental education, especially in early childhood education. Therefore, the aim of this paper, result of theoretical research, is to highlight the important synergies between environmental education and early childhood education in contemporary times. Thus, the text was organized into three parts: the first provides a brief conceptual history of environmental education, aiming to understand the trajectory of contemporary concepts; the second part seeks to understand the integration of environmental education in preschool; the final considerations bring the possibilities brought forward by the synergy between preschool education and environmental education, seeking meeting points between theoretical approaches and educational practices.

The most common practices of environmental education are still very attached to teachings about nature (distant and decontextualized), for Nature (preservationist / conservationist), and, especially in recent decades, in nature. In the latter case, the "environmental studies" appear as educational proposals in direct contact with the "wild", aiming, through awareness activities, the creation of bonds allegedly lost by the growing distance between humans and nature. Despite the recognized importance of these bonds, an approach based only on those values not only is too simplistic as it may actually strengthen the fragmented vision between humans and nature, notoriously one of the main causes of the contemporary environmental crisis. The aim of this paper is to analyze, based on critical approaches of environmental education, the extent to which the “environmental studies” meet its proposed objectives, and the extent to which these objectives are in line with the ideal of building an education for sustainability. In addition to literature review on the theme "environmental studies", the article proposes a re-reading of data collected during an “environmental study” that was based on literature promoting the development of in nature environmental education activities.

The central aim of this paper is to understand the synergies between the phenomena ‘time’ and ‘leisure’, seeking an explanation for the contemporary need for an ‘education for leisure’. Therefore, a theoretical research is presented in three parts. The first brings the conceptual transformations of the phenomena ‘time’ and ‘leisure’, especially in the last century, and the main relationships that underlie these changes. The second part emphasizes the relations of the phenomena ‘free time’ and ‘leisure’ in a more contemporary context. The third and final section seeks to understand the current need for an ‘education for leisure’, built on the ideas presented in the first two parts of the paper. This discussion contributes to the conceptual construction of ‘education for leisure’, which implies possible changes both in theory and in practice.

The argumentative route of this paper, which is the result of theoretical research, begins with the concept of philosophy for Wittgenstein. Following this introduction, we argue that, regarding the mental plane, both Cartesian and Empiricist tradition are based on a dichotomy between the ‘internal’ and the ‘external’, assumption denied by Wittgenstein, for such asymmetries inevitably lead to solipsism. By exposing the idea of human nature in Wittgenstein, we observe that, for the philosopher, it makes no sense to separate mind from body, the internal and the external, for human beings constitute a psychophysical unity ‘thrown’ in the flow of life, language and action. In the final part of the paper, we speculate about the possibility of machines coming to express intelligent behavior. In this sense, we understand that, for Wittgenstein, to behave as a human being would be something that goes far beyond properly performing certain logical procedures, such as computers do today. In short, to behave or act as human is to be able to express feelings, genuine desires, fears and anxieties, as well as being susceptible to feeling pleasure and pain, and this, indeed, is thought to be a distant horizon still to be covered by machines.

The notions of ‘representation’ and ‘computation’ are in the centre of the theoretical-conceptual framing and in the actual reproductions and simulations of cognitive science. Thus, the aim of this paper is to discuss the problems concerning the notion of representation, with respect to the simulations and reproductions of thought devices in artificial intelligence and connectionist networks. We emphasize what we believe to be the main problem regarding the implementation of ‘smart’ properties in non-biological devices, namely, the problem of structure, or ‘frame problem’, which can be described as the problem of how to develop and sustain an internal model of the world, so that we can implement trivial tasks such as crossing a busy street without being hit or frying an egg efficiently.

The polysemy of the term ‘sport’ has a tendency to contribute to a generalized view that associates all corporeal practices with sportive practices, making the development of educative processes through these practices difficult. This reality becomes evident when thinking about environmental education, by the predominance of sportive practices that are performed in a ‘distant’ nature, hoping that the participant will develop an ‘ecologically correct’ conscience. This is a simplistic approach that contributes to a fragmental relation between humans and the world. On an opposite direction, we will propose the use of the nomenclature ecomotricity, defining it as corporal practices developed with intentionality, associated with educative processes of recognition of the human-environment relations that support the synergies between environmental education, human motricity and dialogic pedagogy. In this paper we developed this synergy in theory, opening the way for future practical studies.

The present paper aims to investigate the pedagogical possibilities of nocturnal games. These games involve role-playing characters that contextualize a previously elaborated story, and are frequently realized in Brazilian vacation camps. This paper focuses on a case study of a nocturnal game that took place in a vacation camp in the city of São Carlos (São Paulo, Brazil). The central theme of the game was based on stories and characters of Greek mythology, and it involved children from the age of seven to the age of twelve. The data analysis involved direct observation and photographic and filming recordings of the activity. Some of the main observed manifestations that occurred during the activity involved stimulation of curiosity, participative apprenticeship, union and protection of the older participants in relation to the younger participants, respect for the role-playing characters, group resolution of presented problems and joint construction of dialog between characters and children in the decision of the ending of the story involving relevant questions regarding the human-world relations in contemporary life.

The body is the unity in which discipline and control materializes establishing relations of power that are, in part, responsible for the maintenance of social order. Considering physical education as an important part of these structures, the aim of the study presented in this paper was to stimulate debates with students of an academic unit in the physical education program of a Brazilian Federal University regarding their autonomy in the processes of teaching and learning during their undergraduate years, including the possibility of (re)discovering their corporality. These debates led to a discussion regarding the methods and objectives adopted by physical education and the role of corporality as an instrument of the relations of power that lead to alienation and oppressing life conditions.

The present paper proposes a glance on the human-world relations through the eyes of ‘experience’, understanding that this is an essential concept of contemporary physical education. This concept is analyzed, especially, through the revision of Larrosa Bondía’s work – ‘Notas sobre a experiência e o saber de experiência’.

The present paper focuses on the historical synergies between physical education and early childhood education, emphasizing the role of the former as an area of knowledge and a curricular component. The study is a result of theoretical research, and has as main reference Paulo Freire’s pedagogy.

The aim of this research revolves around the following question: considering the global dimension of the “environmental happening” and the consequent tendency towards the environmentalization of curricula, how do these processes evolve in physical education settings, especially in contexts of research and teaching? For the analysis of environmentalization processes surrounding research contexts in physical education settings we considered papers published in scientific journals that propose dialogues/investigations revealing possible meeting points between environmental and physical education discourses. For the analysis of environmentalization processes surrounding teaching contexts in physical education settings we considered academic units that support discussions concerning environmental issues and that are part of physical education curricula in Brazilian higher education settings. The data was analyzed in dialogue with the theoretical references of the research. These references address, in the main: (a) the characterization of the socioenvironmental issue as a field of disputes of power and the elements that surround the legitimization and institutionalization of the environmental dimension; (b) curriculum theories and processes of curricular environmentalization in higher education settings; (c) the historical contextualization of meeting points between the field of physical education and the environmental field. Interpretative analysis of the data and the sociological focus of the research allow the identification of grounding symbols and structures of knowledge that are associated with the incorporation of environmental issues in physical education settings, especially in the contexts of research and teaching.

The pursuit for synergies between physical education and environmental education in elementary education stems from two main characteristics of contemporary life, namely the environmental crisis on the one hand, and the valorization of body culture, human movement, and ludic experiences in children development, on the other hand. The contemporary environmental crisis is substantiated by a disintegrated relationship between society and nature, precipitated by a fragmented awareness of the world that privileges human values and desires over nature. Once ensuing from this simplistic world view, that disregards a wealth of potential learning relationships, conventional environmental education has usually been uncritical and conservative. In order to meet a relentless human quest for a more meaningful societal life, for “being-ones-with-the-others”, for “being more”, a new education must be sought, one that comes to contend the bases of conservatism, a challenging education, set on liberty and aimed at intervening to change. To consider an environmental education that underscores the principles of a democratic education presupposes working with contents that are significant to the student, stressing the relevance of experience, of attitudes and values - all genuine marks of Freire’s pedagogy. In elementary education, focus of this study, significant apprenticeship is proposed to be based on essential elements present in children’s universe, such as movement, ludic experiences and the development of body culture. All these elements are present in the contents and pedagogic objectives of physical education. Hence, it is possible to define as objectives of this study: (i) to ascertain and ascribe the effective role of physical education in elementary education, (ii) seeking to promote children’s environmental awareness. This research, which applies a typically qualitative approach, was carried out on the basis of a critical bibliographical review on the philosophical, pedagogical and methodological knowledge about the synergies between physical education and environmental education, emphasizing the potentialities of their relationships as concepts for understanding and proposing improved approaches regarding the building up of environmental awareness in childhood.

In this chapter published in the book "Environmental educators: ways to praxis" I propose an initial discussion on change and its ontological limits and how these limits influence the praxis of environmental education. In the final part of the manuscript I describe a possible way to possibly overcome some of these limits considering a "vagabond" approach.

Os temas envolvendo as questões ambientais são introduzidos na sociedade muitas vezes sob um olhar conservador, caracterizado por um distanciamento entre o individuo e o meio ambiente. Nessa perspectiva, apresentamos o tema revisto sob outro olhar, não somente com a possibilidade de quebra dessa separação, como também na viabilidade e reforço de sua importância, sobretudo no aprendizado sobre o meio e sobre o papel que o indivíduo pode desempenhar nele inserido e a ele pertencente. Instrumentos para o desempenho de práticas educativas são essenciais para esse fim, sobretudo, aplicados em atividades já existentes com a perspectiva ambiental. Vivências lúdicas são por nós apresentadas como essenciais nesse processo de aprendizagem, não restrita às atividades de lazer e recreação por simples distração ou motivação à compreensão pela alegria da brincadeira, mas objetivando apreender a relação mundo e ser humano pelo conhecimento resultante dessa interação e presente no dia-a-dia de todos os indivíduos. No enfoque aqui proposto da revisão sobre o tema e no encaminhamento de formas alternativas, apresentamos os resultados esperados no desenvolvimento de atividades de educação ambiental em locais apropriados e estruturados para esse fim, seguido de uma proposta de pesquisa para o município de Jaguariúna (SP), considerando algumas iniciativas presentes em programas e espaços públicos existentes nesse município que vão ao encontro com os objetivos propostos nesse trabalho.

A busca por sinergias entre a educação física e a educação ambiental na educação infantil decorre de dois pontos primordiais: a crise ambiental contemporânea e a importância da corporeidade, do movimento e do lúdico no desenvolvimento infantil [...]

Sumário
Capítulo 1 - Dos clássicos aos contemporâneos: revendo e conhecendo importantes categorias referentes às teorias do lazer (Alcyane Marinho; Giuliano G. A. Pimentel)
Capítulo 2 - Teorias do lazer e positivismo (Cleber Dias)
Capítulo 3 - Teorias do lazer: contribuições da fenomenologia (Cae Rodrigues; Fábio R. M. Lemos; Luiz Gonçalves Junior)
Capítulo 4 - Marxismo e estudos do lazer no Brasil (Elza M. M. Peixoto; Maria F. R. Pereira; Francisco M. C. Freitas)
Capítulo 5 - Leituras pós-modernistas nos estudos do lazer (Giuliano G. A. Pimentel)
Capítulo 6 - O método Problem-Based Learning e sua aplicabilidade nos estudos do lazer (Ricardo Ricci Uvinha)

Apresentação
Embora não exista - a rigor - uma Teoria do Lazer, o lazer é objeto de diferentes abordagens científicas e filosóficas. Neste contexto, variadas disciplinas vêm contribuindo para a compreensão do lazer em bases teóricas sólidas, apreendendo esse fenômeno desde suas imbricações no capitalismo até sua pertinência para o processo civilizatório. Mas, sem dominar os fundamentos sobre os quais se sustenta cada abordagem teórica, há o risco da crescente produção na área redundar em meros apanhados descritivos, despossuídos de capacidade analítica, densidade conceitual e coerência metodológica.
No bojo do processo de amadurecimento, esta obra reúne seis trabalhos sobre a produção e disseminação de conhecimentos sobre o tempo livre, seus usos e representações. Os fundamentos e aplicativos apresentados nesta obra são resultantes de pesquisas em relação ao conhecimento existente no campo do lazer e aos métodos de sua produção e difusão, incluindo as três matrizes teóricas mais conhecidas (Positivismo, Fenomenologia e Marxismo), mas não se restringem a elas.
Os capítulos situam a rica produção sobre lazer evidenciada, especialmente, pelas distintas disciplinas que contribuem para a construção de abordagens teóricas sobre esse objeto. Considerando que uma investida sobre o estado da arte revela as muitas lacunas ainda insuficientemente mapeadas, foi producente estabelecer o diálogo com a produção clássica e recente sobre lazer, de forma particular em relação ao que vem, historicamente, sendo produzido pelos autores nacionais.
Revela-se, pelos recortes estabelecidos nos trabalhos, o forte impulso nas produções a partir dos anos 1990, quando os programas de pós-graduação começam a ter linhas e áreas destinadas às investigações em cultura, esporte, turismo e outras facetas do lazer (também nas suas relações com espaço, trabalho, política e educação). Nesse período, também se observam o surgimento de novos periódicos e a publicação de textos na íntegra em anais alimentados, quantitativamente, pela franca expansão do Ensino Superior. Mais à frente, as produções teóricas, antes escassas e sufocadas por incontáveis relatos de experiência, foram, de maneira gradual, adensando-se, resultando em um ritmo acelerado de emissão de novas obras, bem como a tradução e o intercâmbio com autores estrangeiros. Concomitantemente a esse movimento, observa-se o aperfeiçoamento das produções quanto à diversificação de procedimentos, à congruência teórica e à densidade investigativa em temáticas consolidadas, ao mesmo tempo em que categorias originais abrem caminho para abrangência de novos tópicos de análise.
Outras conquistas também podem ser mencionadas: mais de 20 anos de existência do Encontro Nacional de Recreação e Lazer (ENAREL); sedimentação dos grupos de pesquisa, incluindo a regionalização de grupos e eventos (a exemplo do Encontro de Lazer do Paraná, desde 2002); criação do mestrado multidisciplinar em Lazer (na UFMG); publicação, desde 1998, de uma revista especializada (a Licere); e internacionalização da inserção dos pesquisadores (em entidades, eventos e pesquisas).
Esse cenário de importantes avanços, mas também de persistentes atrasos teórico-metodológicos (não somente na pesquisa, mas também no ensino das teorias do lazer), motivou a reunião de pesquisadores para o estabelecimento desta contribuição - ainda limitada - ao estudo de categorias, fundamentos e métodos no campo do lazer.
Para tanto, o capítulo de Marinho e Pimentel trata dos retrocessos e avanços no desenvolvimento das categorias lúdico, recreação, ócio e lazer. Embora pareça que tudo já foi escrito sobre esses termos, os autores apresentam os desdobramentos possíveis e os consensos mais atuais. No segundo capítulo, Dias recorre à História para compreender as bases do pensamento empírico-analítico e como este pode erigir um entendimento sobre o objeto lazer. Esse autor aponta para os equívocos na crítica a esse método, ao passo que se depara com a carência de pesquisas claramente denominadas como positivistas.
Rodrigues, Lemos e Gonçalves Júnior produziram o terceiro capítulo, explicando como se pesquisar o lazer com o uso do método Fenômeno Situado, oriundo da fenomenologia. Além de mostrar o estado da arte no país, os autores relacionam os usos de tal método, por diferentes intérpretes, nos estudos do lazer. Em relação à apropriação do referencial marxiniano para a produção de conhecimento sobre o lazer na Concepção Materialista e Dialética da História, Peixoto, Pereira e Freitas produziram um balanço do estado da arte.
O penúltimo trabalho, de Pimentel, atenta para a querela da pós-modernidade e como ela afeta a discussão sobre o lazer e o lúdico. À semelhança dos outros capítulos que privilegiaram a fundamentação em um autor (Comte; Merleau-Ponty e Marx) foram selecionadas as principais provocações e categorias adotadas por Maffesoli para a compreensão das práticas de tempo livre na sociedade contemporânea. O sexto e último capítulo culmina com a problemática da formação de profissionais críticos para a intervenção no lazer. Nele, Uvinha apresenta sua experiência com o método Problem-Based Learning (PBL) como ferramenta de inovação do ensino das teorias do lazer no contexto universitário.
Portanto, na identidade da obra, os estudos ora apresentados, além de estabelecerem juízo crítico sobre o estágio atual da produção teórico-empírica no lazer, também foram organizados para – heuristicamente –subsidiar novas produções nas diferentes bases científicas tratadas. Enfim, esperamos que este livro cumpra seu objetivo, que é o de servir à apreensão atualizada de teorias, métodos, conceitos e controvérsias dos estudos do lazer, contribuindo para a formação de pesquisadores e profissionais na área.

Giuliano Gomes de Assis Pimentel

In this seminar, visiting researcher Dr. Cae Rodrigues will present the concept of ecomotricity in its philosophical dimensions and its (eco)pedagogical enactments and associated possibilities, as the ludic (where pleasure or joy/happiness gives meaning to the lived experience) and ecological (ecosomaesthetic-environmentally ethical-ecopolitical) inter-action in/with nature (human-and-other-than-human).

Insights will be presented on how the ecophenomenological essence of ecomotricity, as a form of ecobecoming potentiality, provides for revitalized ecopedagogical practices and research, mainly focusing on how particular “ways of moving” may lead to the (de)(re)construction of environmentally oriented outdoor experiential learning in ways to challenge some of the ontological limits to change too often uncritically presumed pedagogically regarding human-nature relations.

Diante da necessidade de adaptações pedagógicas no âmbito das lutas para atingir os objetivos de diferentes públicos, realizou-se um curso de extensão com foco nesse conteúdo a partir de uma metodologia pautada no jogo na natureza. As possibilidades de ensino apresentadas ampliam a perspectiva da pedagogia do esporte em diferentes  contextos, visando aulas mais dinâmicas e prazerosas a partir de vivencias mais atrativas e significativas para os alunos. O objetivo foi Oportunizar um ambiente de aprendizagem para treinadores e futuros profissionais das lutas e da Educação Física com uma proposta pedagógica direcionada às lutas com base em uma metodologia pautada no jogo. Além disso, propor vivências do corpo em movimento na natureza em um processo de construção de conhecimentos. O curso foi realizado na praia de Atalaia (Aracaju/SE) a partir dos temas: iniciação esportiva na infância; iniciação tardia nas lutas; e lutas para pessoas com deficiência. Participaram 17 pessoas, sendo 5 professores e 5 praticantes (graduandos em Educação Física) de diferentes modalidades de combate (Jiu-Jitsu, Capoeira, Kung Fu, Kickboxing e Muay Thai), e 7 estudantes de graduação de Educação Física sem contato com modalidades de combate. No curso trouxemos reflexões sobre práticas pedagógicas, filosofia e tradições das lutas. Como avaliação final foi proposta a formação de grupos que desenvolveram jogos de oposição pautados no conteúdo do curso sobre a pedagogia do jogo e os princípios condicionais das lutas (imprevisibilidade, fusão ataque/defesa, regras, oponente alvo e contato proposital). Cada grupo recebeu um tema a ser desenvolvido (lutas de curta distância em pé; lutas de curta distância no solo; lutas de média distância), a partir dos quais deveriam propor três níveis de complexidade para os jogos, pensando no nível de experiência de possíveis alunos. Os jogos desenvolvidos apresentaram os conceitos discutidos no curso, evidenciando-se a compreensão desse conteúdo pelos praticantes. A complexidade e adaptações ocorreram tanto para diferentes níveis, quanto para pessoas com deficiência. Todos discutiram o tema proposto e propuseram alternativas para atingir objetivos diversos, aproximando os jogos às diferentes modalidades e fundamentos de diferentes lutas. Em uma reflexão final os participantes conversaram sobre as novas visões possibilitadas pelo curso, das quais destacaram a compreensão de que é possível trabalhar com o jogo para todas as faixas etárias, atingindo diferentes objetivos técnicos e táticos nas aulas. A segurança em justificar essa metodologia de ensino, principalmente para os pais de alunos, foi outro tema de destaque, ressaltando-se a importância da conversa constante e do apoio dos pais para que as atividades ocorram com harmonia e respeito nas aulas, fortalecendo o tripé alunos/pais/professor neste processo de ensino-vivência-aprendizagem. Apesar da significativa variedade de conteúdos discutidos no curso, o que se mostrou mais relevante foi a reflexão e construção conjunta do conhecimento a partir das experiências dos participantes, possibilitando que discutissem e repensassem suas estratégias de ensino. Apesar da vivência lúdica na natureza não ser discutida como tópico específico, a própria experiência foi pedagógica enquanto interação lúdica e ecológica (ecosomaestética-ambientalmente ética-ecopolítica) com o meio, desvelando-se como potencial experiência de ecomotricidade.

Complete Conference Proceedings from the 5th National Meeting of Martial Arts and Combat Sports. Anais completos do V Encontro Nacional de Artes Marciais e Esportes de Combate. Belém-PA, Brazil, 2018)

P.26 - RELATO DE EXPERIÊNCIA DO CURSO SOBRE O ENSINO DAS LUTAS PELA PERSPECTIVA DO JOGO NANATUREZA – Alba I. C. Rodrigues, Arlindo A. Baião Junior, José J. G. Almeida e Cae Rodrigues.

Complete Book of Abstracts from the  9th Post-Graduate Meeting at the Federal University of Sergipe. Livro de Resumos completo do 9o Encontro de Pós-Graduação da UFS. São Cristóvão-SE, Brazil, 2017.
P.312 - O EXERCÍCIO VERDE COMO POSSIBILIDADE DE SAÚDE E SENSIBILIZAÇÃO AMBIENTAL PARA ADULTOS ACIMA DE 60 ANOS - Leidjane Florentino Rodrigues; Cae Rodrigues.

Minicurso sobre abordagens metodológicas para análises da fenomenologia, com atenção especial ao método Fenômeno Situado, realizado como atividade pré-seminário durante o VI Seminário de Estudos de Lazer, realizado na Universidade Estadual de Maringá em 2017.

O exercício, compreendido em seu conceito mais amplo de intencionalidade à saúde, é capaz de trazer muitos benefícios à vida das pessoas que o adotam como alternativa para uma vida mais saudável e ativa. Considerando a atual predominância urbana da população mundial, é seguro dizer que a maioria das pessoas vive cercada de prédios e asfaltos por todos os lados, sejam em suas casas, trabalhos, escolas e em seus momentos de exercício, principalmente em academias especializadas em diferentes tipos de exercício. A predominância de experiências em ambientes fechados e privados da luz solar, tanto de entretenimento como de trabalho, corroboram para condições potencialmente prejudiciais à saúde. Além disso, comprometem a própria experiência do movimento, assim como a relação de interação com a natureza. Considerando o foco desse ensaio em adultos acima de 60 anos, discute-se como o exercício verde, compreendido como o exercício com intencionalidade à interação com a natureza, contribui para a diminuição dos efeitos deletérios do envelhecimento e para a melhora dos aspectos essenciais da com-vivência. Além disso, discute-se sobre potenciais aspectos de conservação da natureza pela incorporação de preceitos ecológicos no habitus de movimento de adultos acima de 60 anos com vivências regulares de exercícios verdes.

O presente artigo apresenta um relato de experiência do projeto de pesquisa “A ecomotricidade no estado de Sergipe”, realizado durante os anos de 2014 e 2017, centrando a discussão no desenvolvimento dos métodos propostos pelo projeto para a pesquisa em/sobre ecomotricidade. Proposto pelo Departamento de Educação Física da
Universidade Federal de Sergipe, o objetivo central do projeto foi investigar aspectos fundamentais da relação de homens e mulheres com experiências de ecomotricidade no estado de Sergipe. Para alcançar tal objetivo, o projeto desenvolveu um conjunto de métodos, incluindo análise textual, entrevistas, narrativas, categorização de perfis, etnografias em movimento e leituras críticas. Em seu conjunto, o relato oferece uma perspectiva da experiência de três anos de elaboração, avaliação, execução e reflexão desses métodos, oferecendo-se, assim, exemplos e potencial inspiração para pesquisas futuras em/sobre ecomotricidade.

Ao abordar o movimento intencional de transcendência, ou motricidade, na natureza, este ensaio visa apresentar, criticamente, o conceito de ecomotricidade diante de suas possibilidades ecopedagógicas. O presente relato crítico sobre ecomotricidade visa apresentar possibilidades e limitações para o desenvolvimento de processos educacionais práxicos em inter-ações corpo-ambiente/natureza, tendo como foco a normatização dos valores (estéticos, éticos, políticos) da ecomotricidade localizados historicamente, geograficamente e culturalmente no habitus de movimento do indivíduo.

Compreendendo as possibilidades de encontro entre a educação física e os objetivos da educação ambiental, considera-se que a experiência do corpo em movimento na/com a natureza pode despertar a sensação de proximidade, do bem fazer e do bem viver que são essenciais para a reconstrução das relações (estéticas-éticas-políticas) com a natureza. Almejando a reflexão sobre esse encontro na perspectiva da ambientalização curricular da educação física no ensino superior, o objetivo da pesquisa apresentada nesse artigo foi analisar como a formação dos cursos licenciatura e bacharelado em educação física da Universidade Federal de Sergipe têm contribuído para a preparação dos discentes para atuarem com a temática ambiental. Como principal resultado conclui-se que a temática ambiental se materializa nos cursos investigados ainda de forma pontual e muito tímida, tanto em relação ao conteúdo como dos métodos, o que leva os discentes a terem uma compreensão limitada dos conceitos do campo ambiental e de como a incorporação desses conceitos poderiam contribuir para suas práticas profissionais.

Complete conference proceedings for the II Brazilian Congress of Leisure Studies that took place September 2016 in the city of Belém, Brazil.
Anais completos do II Congresso Brasileiro de Estudos do Lazer, realizado em setembro de 2016 na cidade de Belém-PA.

Along with a general contextualization of how experiences in nature are being conceptualized in Brazil, the paper presents and conceptually frames the concept of ‘ecomotricity’. In doing so it aims to contribute to the wider debate of how experiences in nature are critically associated to the constitution of human-environment relations.

The aim of the presented research targets the following question: considering the global movement of sustainability in education as an "environmental happening" and the consequential tendency towards the environmentalization of different areas of knowledge, what developments stand out in the field of physical education in the context of higher education reform (possibilities and critique)? The empirical corpus of the research embraces “Unit Guides” of academic units found in curricular structures of physical education programs in Federal Universities of Brazil that aim for the study and discussion of environmental problems and issues. Recognizing that processes of environmentalization in education settings cover a scope of activities that are not restricted to academic units, the choice for the selected corpus is justified by the relevance these units have as representation of geo-cultural/historical processes that result from disputes about knowledge/power directly associated with the constitution/legitimation of social structures. The academic units were selected, firstly, by a keyword search in electronic sites of the forty-four (44) Federal Universities of Brazil that have physical education programs in their venue and, secondly, by sending electronic messages to the departments/faculty of the physical education programs. The results showed eighteen (18) units in fifteen (15) institutions that address the synergies between physical education and environmental issues. The corpus was analyzed using Textual Discursive Analysis, methodology that comprises the following steps: a) disassembly of the texts (emergence of units); b) establishing relations (categorization of units); c) capturing the new (hypertext showing the emergence of a renewed understanding of the whole). The analysis of the corpus highlight, above all, how sporting and recreational activities in nature appear as the almost exclusive focus of most disciplines, in which discussions on synergies between physical education (in a wider context) and environmental issues take up little or no space. Another point of interest is the diversity of objectives, contents and methodologies used in different disciplines, justified, especially, by the apparent lack of epistemological identity of the environmental field and the differences between schools, centers and institutes to which the physical education programs are associated, as well as consequences of historical developments of the area. More broadly, the results highlighted different dimensions of environmental discourses that are being incorporated by the physical education field in (higher) education settings, as well as other significant data for understanding the trends/issues surrounding the environmentalization processes of physical education in Brazil today.