Environmentalization of the physical education curriculum in Brazilian universities: culturally comparative lessons from critical outdoor education in Australia

Cae Rodrigues, Phillip G. Payne

    Research output: Contribution to journalArticleResearchpeer-review

    12 Citations (Scopus)


    ‘Environmentalizing’ curriculum in Brazil is a worthy goal of global educational reform for sustainability but is challenging given the limits to rational change thesis already argued in critical social science and post-structural deconstructionism. The federal government mandate to environmentalize undergraduate physical education programs poses the question of which aspects of physical education are conducive to change. ‘Nature’ sports, or outdoor/adventure activity education, is the most likely candidate. In Australia over the past three decades, the environmentalization of ‘old’ physical education outdoor activities has led to the development of ‘new’ discourse practices that integrate environmental studies and outdoor education and are designed for ecological responsibility and social sustainability. In this culturally comparative light about the possibilities for curriculum change in environmental, outdoor and physical education, we examine the potential for change in Brazilian approaches to physical and sport education by critiquing broader ‘environmentalizing’ issues as they have occurred historically within the Australian outdoor education context in the university and secondary schooling sectors.

    Original languageEnglish
    Pages (from-to)18-37
    Number of pages20
    JournalJournal of Adventure Education and Outdoor Learning
    Issue number1
    Publication statusPublished - 2 Jan 2017


    • curriculum reform
    • environment
    • higher education
    • outdoor education

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