The sensitive knowledge that emerges from the moving-experience in Mount Roraima

Abstract

The purpose of this article is to understand the expedition to Mount Roraima as a formative experience and a field of sensitive knowledge production, articulating adventure bodily practices with Physical Education. The research used a qualitative approach, based on autoethnography, sensory ethnography and anthropology of the senses, taking the body in movement as both a source of data and theory. The journey included nine days and approximately 115 km of trekking, with field diary records and reflexive narrative analysis. The main results show that movement in trekking revealed symbolic and emotional dimensions, where elements such as mud, stones, cold and silence were lived as existential metaphors and pedagogical learnings. The presence of Pemón indigenous guides, their narratives and cosmologies, broadened the understanding of nature as a co-educator. It was found that the experience produced a sensitive epistemology that integrates body, emotion and thought, re-signifying trekking as a pedagogical and ethical practice in dialogue with the ethics of sporting virtue. It is concluded that adventure bodily practices, by displacing the body from traditional contexts, can expand the boundaries of Physical Education, recognizing nature and experience as legitimate formative territories. The main contribution of the study is to propose adventure as an epistemic and pedagogical field, reinforcing the potential of bodily practices in nature for human formation.