The Presence of Leisure in Fieldwork in Undergraduate Courses in Tourism in Brazil: Ambiguities, Dilemmas, and Challenges

This study examines the integration of fieldwork practices in undergraduate tourism education in Brazil, with particular focus on the ambiguous relationship between leisure and pedagogical objectives. Drawing upon critical pedagogy and leisure studies frameworks, the research investigates how tourism educators conceptualize and implement fieldwork while navigating the inherent tensions between experiential learning and leisure-based activities. The study employs a multi-method qualitative approach comprising: 1) Systematic literature review of Portuguese-language academic sources on tourism pedagogy; 2) Documentary analysis of curricular guidelines; 3) In-depth interviews with 34 faculty members from 19 Brazilian tourism programs; 4) Critical discourse analysis of interview transcripts. Key findings reveal: a) Significant terminological inconsistencies in describing fieldwork practices; b) Unresolved tensions regarding the role of leisure in academic fieldwork; c) Divergent faculty perspectives on balancing experiential learning with professional training objectives. The research highlights the need for clearer theoretical and methodological frameworks to distinguish between recreational activities and pedagogically structured fieldwork in tourism education. Furthermore, it identifies challenges in aligning practical training components with the academic rigor expected in higher education while acknowledging leisure's potential as a didactic resource.