Emoções, sentimentos e valores humanos na educação: o despertar da essência na escola

• Autor(a) principal: Souza, Maria Aparecida dos Santos Mikó de
• Data de Publicação: 2014
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28364
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Formação integral; Educação em valores humanos; Educação emocional; Full education; Education in human values; Emotional education

Modern society is characterized by the uncontrolled expansion of information, requiring everyone a constant learning attitude to transform this information - something external, inform and inert - into knowledge - something internalized, structured and that is increasingly more provisional with the accelerated pace of transformation of society. It is the social context that determines what knowledge people need to master, each culture, each society creates its own forms of learning, a "learning culture". In modern times, there is a heightened appreciation of reason rather than a holistic view of the human being. That's why comes the need to understand the current education in its historical process and then analyze proposals for intervention and transformation, focusing more specifically on the issue of how to work emotions, feelings and human values in the school environment. Through a literature research, this paper has as main objectives: analyze Brazil's and general education history in its various pedagogical visions, in order to better understand the currently existing model; reflect on the true meaning of education as a way to awakening existing skills and capabilities in each individuality; discuss the importance of understanding the human being holistically (body, mind and spirit unit) and the importance of emotions and feelings in integration of these dimensions; and, finally, analyze strategies for the experience of human values in school environment integrated with existing different educational models, highlighting the importance of the teacher as a facilitator of this process, through a relationship built with affection in different spaces. For this, we used contributions of Transpersonal Psychology and Neuroscience to recognize the uniqueness and indivisibility of human beings and the importance of human relationships and experience as propellant of development in a holistic view that realizes education not as preparation or compliance, but as life itself