Pr?ticas de aten??o plena na educa??o socioambiental: o Programa Zezinho do Mosteiro Zen do Morro da Vargem, ES

• Autor(a) principal: Harguindeguy, Eduardo Juan Manuel
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4411
• topic: educa??o socioambiental; medita??o; aten??o plena; sustentabilidade; environmental education; mindfulness; meditation; sustainability; Recursos Florestais e Engenharia Florestal

There is a broad consensus in the scientific community that the deterioration of the environmental conditions of the planet, the exhaustion of natural resources, the breaking of the resilience of several natural systems, the disappearance of biological diversity and the climate crisis, are pressing questions to be answered in the agenda for a sustainable development of the human population of the planet. The Environmental Education is seen as an important tool in transforming environmental reality, establishing a new ethical order of solidarity and fairness for the formation of human conscience and construction of knowledge, through a better understanding of the problems that affect the environment, and provide the change of consumption habits and practices, which are the basis of demand that depletes the natural resources. Several studies have pointed out that the use of practices of Mindfulness can be very effective as coadjutants in the processes of clarification and self-knowledge, increasing the empathy with the natural world and thus delivering the behavioral change longed. In Brazil there is a socio-environmental education program running inside the Zen Monastery of Morro da Vargem, which for over 20 years have been working with pupils from public schools, incorporating mindfulness techniques derived from the Zen tradition, in the socio-environmental education. The importance of introducing such practice in the modern world is because those practices allow the subject to experience a new paradigm in the relationship of body and mind, overcoming the Cartesian separateness, which is a hidden dogma in our civilization, and promoting an empirical understanding of the fundamental unity body-mind through the understanding of the " embodied mind". Our hypothesis is that these mindfulness techniques allow us to experience an empirical understanding of the "embodied mind" , where reason is understood as embodied , that is shaped crucially by evolution through our body, in our neuronal structure and our functional coupling with the world , bringing a new empathic comprehension of our relationship within the environment This study is an ethnographic report describing the program, its techniques and applications, relating the experiences of the students, its reactions and statements, and the articulations they made between the experience and their lives in the school's daily routine, when confronted with the strangeness of a training in a mindfulness eastern tradition. The study was conducted in six schools in September and October 2014. We also analyzed 150 evaluation questionnaires filled out by students about new understandings of sustainable values . In 2015 we visits 4 of these schools to verify results in behavioral changes and practical sustainable applications in schools. We concluded that the program is very successful, causing a profound effect on participants who report a high level of new understandings of their own responsibility towards the social and environmental issues, and also by testimonies of teachers who point to behavioral changes and in the classroom, in addition to practical actions of the students to implement more sustainable processes and routines within the school.