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Educação holística : modelo para a criação de ambientes de aprendizagem saudáveis, promoção da saúde na escola e formação da consciência humanística
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Tendo por base os pressupostos de que a consciência humana é singular na atmosfera terrestre, de que a humanidade é um tecido social e cultural rico, complexo e imprevisível, e de que a educação é a chave para a evolução da espécie humana, esta tese teve como objetivos primordiais identificar os principais problemas da escola portuguesa e propor estratégias que contribuam para o desenvolvimento dos ambientes de aprendizagem, a otimização dos processos de ensino-aprendizagem, a proteção dos atores educativos e o progresso do país. Para cumprir com estes objetivos, a investigação iniciou-se com a caraterização do contexto social, profissional e cultural da escola portuguesa, e com a análise do estado de saúde dos estudantes e professores portugueses. Neste âmbito, o projeto Hand in Hand – projeto europeu de políticas públicas – surgiu como uma oportunidade para aproximar a investigação àqueles que melhor conhecem a realidade educativa nacional: os agentes educativos. A partir deste trabalho, concluiu-se que é urgente renovar a visão da educação portuguesa e traçar um plano a longo prazo para o país. Entre as medidas que são necessárias implementar, destaca-se a importância de reformar o currículo português, aumentar o investimento financeiro na educação, dignificar o trabalho dos professores, proteger as relações que são estabelecidas na escola, adotar abordagens pedagógicas inovadoras, integrar as abordagens psicocorporais em todos os níveis de ensino, planificar a integração das tecnologias digitais e promover a saúde de todos os atores educativos. Para responder a estes desafios e às principais provações da contemporaneidade – paz, justiça social e económica, democracia, ética pessoal e social, sustentabilidade e progresso tecnológico digital –, identificou-se a educação holística como o paradigma diretor ideal uma vez que este modelo respeita o crescimento e a singularidade humana, valoriza as interações humanas, considera as múltiplas dimensões dos indivíduos – física, social, intelectual, emocional, estética e espiritual –, defende a proteção do planeta e promove a elevação da consciência humana. Por fim, e tendo em vista a materialização dos princípios da educação holística e a preparação dos estudantes para a vida real, apresenta-se uma proposta de transição do desenho curricular do regime obrigatório do ensino português.
Based on the assumptions that human consciousness is unique in the earth's atmosphere, that humanity is a rich, complex and unpredictable social and cultural tissue, and that education is the key to the evolution of the human species, the main objectives of this thesis were to identify the main problems in Portuguese schools and to propose strategies that contribute to the development of learning environments, the optimization of teaching-learning processes, the protection of educational actors and the progress of the country. To fulfil these objectives, the research began with the characterization of the social, professional and cultural context of the Portuguese school, and the impact on the health of students and teachers. In this context, the Hand in Hand project – a European public policy project – emerged as an opportunity to bring research closer to those who better know the national educational reality: education professionals. Based on this work, it was concluded that it is necessary to urgently renew the vision of Portuguese education and to outline a long-term plan for the country. Among the measures that need to be implemented, we highlight the importance of reforming the Portuguese curriculum, increasing financial investment in education, dignifying the work of teachers, protect the relationships that are established at school, adopting innovative pedagogical approaches, integrating mind-body approaches at all levels of education, planning the integration of digital technologies and promoting health of educational actors. In order to provide answers to these challenges and the main problems of contemporary times – peace, social and economic justice, democracy, personal and social ethics, sustainability and digital technological progress – holistic education was identified as the key paradigm since it respect human growth and uniqueness, values human interactions, considers the multiple dimensions of individuals – physical, social, intellectual, emotional, aesthetic and spiritual –, defends the protection of the planet and promotes the elevation of human consciousness. Finally, with the aim of materializing the principles of holistic education and preparing students for real life, we present a proposal for the transition of the curricular vision of the compulsory system of Portuguese education.
Based on the assumptions that human consciousness is unique in the earth's atmosphere, that humanity is a rich, complex and unpredictable social and cultural tissue, and that education is the key to the evolution of the human species, the main objectives of this thesis were to identify the main problems in Portuguese schools and to propose strategies that contribute to the development of learning environments, the optimization of teaching-learning processes, the protection of educational actors and the progress of the country. To fulfil these objectives, the research began with the characterization of the social, professional and cultural context of the Portuguese school, and the impact on the health of students and teachers. In this context, the Hand in Hand project – a European public policy project – emerged as an opportunity to bring research closer to those who better know the national educational reality: education professionals. Based on this work, it was concluded that it is necessary to urgently renew the vision of Portuguese education and to outline a long-term plan for the country. Among the measures that need to be implemented, we highlight the importance of reforming the Portuguese curriculum, increasing financial investment in education, dignifying the work of teachers, protect the relationships that are established at school, adopting innovative pedagogical approaches, integrating mind-body approaches at all levels of education, planning the integration of digital technologies and promoting health of educational actors. In order to provide answers to these challenges and the main problems of contemporary times – peace, social and economic justice, democracy, personal and social ethics, sustainability and digital technological progress – holistic education was identified as the key paradigm since it respect human growth and uniqueness, values human interactions, considers the multiple dimensions of individuals – physical, social, intellectual, emotional, aesthetic and spiritual –, defends the protection of the planet and promotes the elevation of human consciousness. Finally, with the aim of materializing the principles of holistic education and preparing students for real life, we present a proposal for the transition of the curricular vision of the compulsory system of Portuguese education.
Descrição
Doutoramento em Educação, na especialidade de Educação para a Saúde. Universidade de Lisboa, Faculdade de Motricidade Humana
Palavras-chave
Education policies Holistic education Human development School curriculum Socio-emotional learning Aprendizagem Currículo escolar Desenvolvimento humano Educação holística Políticas de educação Socioemocional