Práticas meditativas: contribuição à aprendizagem

Abstract

The school performance and worry about how to improve it in schools has been a topical issue in several countries and involving researchers from the fields of education and health. As strategies to improve it, schools have proposed the use of alternatives to traditionally adopted different activities. The wide dissemination of the benefits provided by meditative practices used to assist in clinical treatments led schools to insert these practices into their curricula. With the further development of the neurosciences and new methods that would provide conducting further studies on brain function, several studies have been performed to understand the mechanisms of action and changes of meditative practices on the Central Nervous System, including the impact of such practices on learning. In this study we sought to verify the existence of studies evaluating learning and meditative practices. We conducted an integrative review regarding the use of meditative practices in the school context, verifying the benefits and applicability of such practices as a strategy applied to the learning process. The results showed that the use of meditative practices in the school context may contribute to increased awareness, focus and organization of students, and contribute to the improvement in self-esteem and interpersonal relationships, enabling a higher school performance.