Vivências, formação e práticas em educação para a morte: revisão bibliográfica e relatos de professoras da educação infantil e ensino fundamental - anos iniciais

• Autor(a) principal: Alves, Ana Beatriz Oliveira [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203101; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-03-19/000912390.pdf
• topic: Luto em crianças; Professores - Formação; Ensino fundamental; Educação de crianças; Morte; Education

In the perspective of Education for Death, as a field of study and field of action of education and health professionals, issues related to death, loss and mourning should be explicitly addressed in our society, for, however intense the memories, and feelings evoked, preventing, preparing, confronting, sustaining, and repairing damages effectively mark the benefits of a direct approach to these issues. Studies have shown that in the school environment little is said about dying, loss and mourning, which hampers the interaction and approximation of the child who suffered a loss, due to death. We live in a Western community that reinforces cultural practices about death and mourning, as themes that should not be pronounced before children, much less in the school environment, preferring to conceal such subjects or minimize them, avoiding situations of embarrassment, for being a theme that can evoke feelings and adverse emotional reactions. In Education for Death, it is argued that it is necessary to discuss the subject in schools, not only in situations where a student has lost someone close to or wanted, but also as an essential theme about human finiteness, through efficient curricula, cross- reflective activities that directly address the theme. It is still understood in Education for Death that even if schools do not have a psychology professional to address these issues, there must be a space for discussion in educational institutions that strengthen the teacher-student link through development of reflective activities on the themes of this study, even if they are considered taboo and difficult to explain and involve adults... (Complete abstract electronic access below)