Meditações sobre o preconceito e os preconceitos da meditação: revisando as abordagens da pedagogia contemplativa

• Autor(a) principal: Terra, Vinícius Demarchi Silva [UNIFESP]
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: https://repositorio.unifesp.br/handle/11600/58930
• topic: Education; Contemplative Pedagogy; Social aspects; Preconception; Biases; Educação; Pedagogia Contemplativa; Aspectos sociais; Preconceito; Vieses

Introduction: This paper analyzes educational programs that address prejudice according to the assumptions of Contemplative Pedagogy, with the aim of evaluating its scientific evidence and possibilities of implementation in different educational scenarios. Therefore, it was necessary to: 1) identify its design and intervention field; 2) analyze the methodological aspects of the interventions; 3) discuss the scientific evidence of its results. Methodology: the investigation outlined an integrative literature review based on the terms “Contemplative Pedagogy” and “Prejudice”. The research focused on the following bases: LILACS, SCIELO, PubMed and MEDLINE. Results: Eight works were selected (202 were excluded) and, after reading and classifying the data by internal coherence, two categories of approach in relation to prejudice were empirically chosen: 1) Behavioral Approach and; 2) Epistemological approach. Analysis and Discussions: It was observed that the studies showed positive associations between the adoption of contemplative practices and the reduction of implicit views and prejudices in relation to different objects of aversion: people, cultures and knowledge. It is discussed the Behavioral proposal would act by promoting a relaxation of the tensions that produce emotional barriers that prevent the observation of the object of prejudice, while the Epistemological Approach would have a deconstructive nature due to the loosening of the automatisms that condition the implicit biases. Both approaches defend that the cognitive content is insufficient to face prejudice and point to embodiment as a potent way to become aware of the implicit biases existing in the prejudiced attitude. Conclusion: It is concluded that such studies are limited and do not allow further generalizations, but point to emerging strategies to complement the debate and actions on social issues in the field of education.