MEDITAÇÃO NA ESCOLA: PERCEPÇÕES INICIAIS

• Autor(a) principal: Mirapalheta, Priscila
• Data de Publicação: 2024
• Outros Autores: Ribeiro, Camila Borges Ribeiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Didática Sistêmica
• Texto Completo: https://periodicos.furg.br/redsis/article/view/15841

This study aimed to analyze scientific publications about meditation at school. A bibliographical research was carried out which included the contextualization of the history of meditation from Eastern philosophical-religious traditions to Western versions, as well as the dissemination of meditative practices in the school field. It was found that contemplative practices can contribute to the construction of meanings that go beyond practical everyday knowledge, aiming at the development of cognitive, affective and psychological dimensions. Mindfullness, also known as mindfulness meditation, is one of the meditation modalities and it is a state of consciousness that is created when the person pays attention and is focused one hundred percent in the present moment, having as reflexes the reduction of stress, prevention of depressive relapses, as it starts from the education of the senses and the use of mindfulness in everyday life, seeking to see life from a new point of view in order to enjoy everything it can offer. At school, Claudiah Rato developed educational lay meditation with children and adolescents and although she does not specify that it is Mindfullness, she refers to the focus on attention and emphasizes the disconnection with the religious sphere, with the results: relaxation, improvement in concentration, the promotion of self-knowledge, the repercussion of the new discipline and the sharing of these experiences with parents and the possibility of social outreach. Based on the trajectory of meditation and this experimentation in the school field, it was concluded that meditation is a viable way of applicability in the school field with a view to human and holistic training.