Slackline in CIEJA: it’s not to improve the balance, it’s because it’s…

Abstract

Contrary to the hegemonic vision that conceives Physical Education in Youth and Adult Education as
an irrelevant formative experience or simply to exercise and relax the bodies in order to compensate the
labor efforts of the working population, we report a pedagogical experience realized in an Integrated
Education Center of Youth and Adults in which the slackline was thematized from the theoreticalmethodological assumptions of the cultural perspective of the component. In the assessment of students,
many of them with disabilities, the work provided access to a previously unknown body practice and
the opportunity to risk and overcome bodily challenges.