Meditative practices in education: integrating beings and knowledge into a environment of apprenticeship

Abstract

It is increasingly evident the need to have, within the educational system, methods and proposals that promote integration between knowledge, disciplines and actions, which although they may be distinct in their specialties, complement each other in the search for knowledge of an integral being. The insertion of meditative practices in schools and universities has been proposed as a tool that assists in the development of the individual, facilitating processes associated with apprenticeship, as well as promoting reductions in anxiety levels. In this context, the objective of this article is to present the activities developed by professors and researchers who work in the health area and are interested in taking these practices to this scenario and stimulating the reflection on this subject. These activities provided the approach between people from different courses, the exchanges of knowledge that include different cultures and worldviews and the contact with content related to the universe of integrative and complementary therapies.