REVISÃO DA LITERATURA SOBRE BENEFÍCIOS DA MEDITAÇÃO NA EDUCAÇÃO
Abstract
A revisão de literatura tem como objetivo identificar os benefícios da prática meditativa na educação de crianças e adultos. As buscas nas bases de dados resultaram em mais de 200 artigos, que foram submetidos à análise de conteúdo. Na primeira fase, eles foram organizados e classificados na biblioteca Mendeley. A segunda é a classificação daqueles que tratam dos benefícios da meditação na educação de crianças e adultos. Na última, os resultados dos benefícios da meditação na educação foram apresentados em nuvens de palavras. O estudo da literatura concluiu como benefícios para as crianças, bem-estar, controle emocional, gerenciamento de estresse e desempenho escolar. Com os adultos, pode promover o bem-estar, controlar o estresse e a ansiedade e cultivar a compaixão.
References
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BLACK, D. S.; FERNANDO, R. Mindfulness Training and Classroom Behavior Among Lower-Income and Ethnic Minority Elementary School Children. Journal of Child and Family Studies, 19 out. 2014. v. 23, n. 7, p. 1242–1246. Disponível em:. Acesso em: 26 out. 2021.
BOTHE, D. A.; GRIGNON, J. B.; OLNESS, K. N. The Effects of a Stress Management Intervention in Elementary School Children. Journal of Developmental & Behavioral Pediatrics, 2014. v. 35, n. 1, p. 62–67. Disponível em:. Acesso em: 12 fev. 2022.
BRENDEL, W.; CORNETT-MURTADA, V. Professors Practicing Mindfulness: An Action Research Study on Transformed Teaching, Research, and Service. Journal of Transformative Education, 12 jan. 2019. v. 17, n. 1, p. 4–23. Disponível em:. Acesso em: 12 abr. 2022.
BRITTON, W. B. et al. A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, jun. 2014. v. 52, n. 3, p. 263–278. Disponível em:. Acesso em: 3 mar. 2022.
CARSLEY, D.; HEATH, N. L.; FAJNEROVA, S. Effectiveness of a Classroom Mindfulness Coloring Activity for Test Anxiety in Children. Journal of Applied School Psychology, 2015. v. 31, n. 3, p. 239–255. Disponível em:. Acesso em: 3 abr. 2022.
CHIEN, G. I. Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation. Teaching Theology & Religion, 16 jun. 2020. v. 23, n. 2, p. 96–109. Disponível em:. Acesso em: 23 mar. 2022.
COSTELLO, E. & LAWLER, M. An Exploratory Study of the Effects of Mindfulness on Perceived Levels of Stress among school-children from lower socioeconomic backgrounds. The International Journal of Emotional Education, 2014. v. 6, n. 2, p. 21–39. Disponível em:. Acesso em: 3 mar. 2020.
CRESCENTINI, C. et al. Mindfulness-Oriented Meditation for Primary School Children: Effects on Attention and Psychological Well-Being. Frontiers in Psychology, 7 jun. 2016. v. 7, n. JUN, p. 1–12. Disponível em:. Acesso em: 24 mar. 2021.
CSASZAR, I. E.; BUCHANAN, T. Meditation and Teacher Stress. Dimensions of Early Childhood, 2015. v. Vol 43, n. No 1, p. 4–7. Disponível em:. Acesso em: 23 mar. 2022.
DAVIDSON, R. J. et al. Contemplative Practices and Mental Training: Prospects for American Education. Child Development Perspectives, jun. 2012. v. 6, n. 2, p. 146–153. Disponível em:. Acesso em: 4 abr. 2021.
GARNER, P. W.; BENDER, S. L.; FEDOR, M. Mindfulness-based SEL programming to increase preservice teachers’ mindfulness and emotional competence. Psychology in the Schools, abr. 2018. v. 55, n. 4, p. 377–390. Disponível em:. Acesso em: 12 fev. 2021.
GOLDSHMIDT, G. Meditation with Children Is It Appropriate to Do Reflective and Meditative Activity with Children in Schools? Religion & Education, 2 jul. 2020. v. 47, n. 3, p. 336–350. Disponível em:. Acesso em: 2 fev. 2022.
GONZÁLEZ-VALERO, G. et al. Use of Meditation and Cognitive Behavioral Therapies for the Treatment of Stress, Depression and Anxiety in Students. A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health, 10 nov. 2019. v. 16, n. 22, p. 4394. Disponível em:. Acesso em: 2 fev. 2022.
GRAHAM, A.; TRUSCOTT, J. Meditation in the classroom: supporting both student and teacher wellbeing? Education 3-13, 2 out. 2020. v. 48, n. 7, p. 807–819. Disponível em:. Acesso em: 3 fev. 2022.
GREENBERG, M. T.; HARRIS, A. R. Nurturing Mindfulness in Children and Youth: Current State of Research. Child Development Perspectives, jun. 2012. v. 6, n. 2, p. 161–166. Disponível em:. Acesso em: 6 abr. 2021.
HASSED, C. Mindful learning: Why attention matters in education. International Journal of School & Educational Psychology, 2 jan. 2016. v. 4, n. 1, p. 52–60. Disponível em:. Acesso em: 23 fev. 2021.
KELLER, J. et al. “Your Brain Becomes a Rainbow”: Perceptions and Traits of 4th-Graders in a School-Based Mindfulness Intervention. Journal of Research in Childhood Education, 2 out. 2017. v. 31, n. 4, p. 508–529. Disponível em:. Acesso em: 8 ago. 2021.
LIN, J. W.; MAI, L. J. Impact of mindfulness meditation intervention on academic performance. Innovations in Education and Teaching International, 4 maio. 2018. v. 55, n. 3, p. 366–375. Disponível em:. Acesso em: 9 dez. 2021.
MALONEY, J. E. et al. A Mindfulness-Based Social and Emotional Learning Curriculum for School-Aged Children: The MindUP Program. Handbook of Mindfulness in Education. [S.l.]: [s.n.], 2016, p. 313–334.
MATIZ, A. et al. Positive Impact of Mindfulness Meditation on Mental Health of Female Teachers during the COVID-19 Outbreak in Italy. International Journal of Environmental Research and Public Health, 4 set. 2020. v. 17, n. 18, p. 6450. Disponível em:. Acesso em: 26 out. 2021.
OORD, S. VAN DER; BÖGELS, S. M.; PEIJNENBURG, D. The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents. Journal of Child and Family Studies, 2 fev. 2012. v. 21, n. 1, p. 139–147. Disponível em:. Acesso em: 2 dez. 2021.
POPP, A. C.; REIS, M. A. F. BENEFÍCIOS DA MEDITAÇÃO NO CONTEXTO EDUCACIONAL. Concórdia SC: UnC/EMBRAPA, 2021. p. 141–142. Disponível em:. Acesso em: 20 nov. 2021.
POWIETRZYŃSKA, M.; NOBLE, L. Mindfulness – seeping through the cracks in the American context of teacher education. Learning: Research and Practice, 2 jan. 2018. v. 4, n. 1, p. 66–77. Disponível em:. Acesso em: 4 abr. 2021.
RAMSBURG, J. T.; YOUMANS, R. J. Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention during Lectures. Mindfulness, 15 ago. 2014. v. 5, n. 4, p. 431–441. Disponível em:. Acesso em: 7 out. 2021.
REIS, M. A. F. Efeito fotoelétrico na produção e transformação da luz: investigação do uso de uma proposta didática para o ensino de física em cursos de Engenharia. Canoas: Universidade Luterana do Brasil, 2019. Disponível em:. Acesso em: 20 out. 2019.
______; SERRANO, A. Pesquisa bibliográfica em historicidade, conceitos e contextos na produção e transformação da luz com a teoria quântica. Acta Scientiae, 2017. v. 19, n. 3, p. 493–516. Disponível em:. Acesso em: 20 fev. 2020.
REMPEL, K. D. Mindfulness for Children and Youth: A Review of the Literature with an Argument for School-Based Implementation. Canadian Journal of Counselling and Psychotherapy, 2012. v. 46, n. 3, p. 201–220. Disponível em:. Acesso em: 4 jun. 2022.
ROESER, R. W. et al. Mindfulness Training and Teachers’ Professional Development: An Emerging Area of Research and Practice. Child Development Perspectives, jun. 2012. v. 6, n. 2, p. 167–173. Disponível em:. Acesso em: 10 out. 2021.
SAU, A.; BHAKTA, I. Mendeley: a free reference management software. Journal of Comprehensive Health, 2018. v. 6, n. 1, p. 52–53. Disponível em:. Acesso em: 22 out. 2020.
SCHWIND, J. K. et al. Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study. Nurse Education Today, mar. 2017. v. 50, p. 92–96. Disponível em:. Acesso em: 23 fev. 2022.
SHAPIRO, S. L. et al. Contemplation in the Classroom: a New Direction for Improving Childhood Education. Educational Psychology Review, 14 mar. 2015. v. 27, n. 1, p. 1–30. Disponível em:. Acesso em: 3 mar. 2022.
SOUZA, M. DE; HYDE, B.; KEHOE, T. An investigation into the effects of meditation with children in a Catholic primary school. International Journal of Children’s Spirituality, out. 2014. v. 19, n. 3–4, p. 197–212. Disponível em:. Acesso em: 25 out. 2021.
STEINER, N. J. et al. Yoga in an Urban School for Children with Emotional and Behavioral Disorders: A Feasibility Study. Journal of Child and Family Studies, 27 ago. 2013. v. 22, n. 6, p. 815–826. Disponível em:. Acesso em: 24 nov. 2021.
TARRASCH, R. Mindfulness Meditation Training for Graduate Students in Educational Counseling and Special Education: A Qualitative Analysis. Journal of Child and Family Studies, 9 maio. 2015. v. 24, n. 5, p. 1322–1333. Disponível em:. Acesso em: 21 dez. 2022.
______; MARGALIT-SHALOM, L.; BERGER, R. Enhancing Visual Perception and Motor Accuracy among School Children through a Mindfulness and Compassion Program. Frontiers in Psychology, 24 fev. 2017. v. 8, n. FEB, p. 1–10. Disponível em:. Acesso em: 20 out. 2021.
VICKERY, C. E.; DORJEE, D. Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children. Frontiers in Psychology, 12 jan. 2016. v. 6, n. JAN, p. 1–13. Disponível em:. Acesso em: 2 fev. 2022.
W. ROESER, R.; ZELAZO, P. D. Contemplative Science, Education and Child Development: Introduction to the Special Section. Child Development Perspectives, jun. 2012. v. 6, n. 2, p. 143–145. Disponível em:. Acesso em: 4 fev. 2022.
WEIJER-BERGSMA, E. VAN DE et al. The Effectiveness of a School-Based Mindfulness Training as a Program to Prevent Stress in Elementary School Children. Mindfulness, 21 nov. 2012. v. 5, n. 3, p. 238–248. Disponível em:. Acesso em: 23 out. 2022.
WILLIS, E.; DINEHART, L. H. Contemplative practices in early childhood: implications for self-regulation skills and school readiness. Early Child Development and Care, 3 abr. 2014. v. 184, n. 4, p. 487–499. Disponível em:. Acesso em: 5 fev. 2022.
BLACK, D. S.; FERNANDO, R. Mindfulness Training and Classroom Behavior Among Lower-Income and Ethnic Minority Elementary School Children. Journal of Child and Family Studies, 19 out. 2014. v. 23, n. 7, p. 1242–1246. Disponível em:
BOTHE, D. A.; GRIGNON, J. B.; OLNESS, K. N. The Effects of a Stress Management Intervention in Elementary School Children. Journal of Developmental & Behavioral Pediatrics, 2014. v. 35, n. 1, p. 62–67. Disponível em:
BRENDEL, W.; CORNETT-MURTADA, V. Professors Practicing Mindfulness: An Action Research Study on Transformed Teaching, Research, and Service. Journal of Transformative Education, 12 jan. 2019. v. 17, n. 1, p. 4–23. Disponível em:
BRITTON, W. B. et al. A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, jun. 2014. v. 52, n. 3, p. 263–278. Disponível em:
CARSLEY, D.; HEATH, N. L.; FAJNEROVA, S. Effectiveness of a Classroom Mindfulness Coloring Activity for Test Anxiety in Children. Journal of Applied School Psychology, 2015. v. 31, n. 3, p. 239–255. Disponível em:
CHIEN, G. I. Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation. Teaching Theology & Religion, 16 jun. 2020. v. 23, n. 2, p. 96–109. Disponível em:
COSTELLO, E. & LAWLER, M. An Exploratory Study of the Effects of Mindfulness on Perceived Levels of Stress among school-children from lower socioeconomic backgrounds. The International Journal of Emotional Education, 2014. v. 6, n. 2, p. 21–39. Disponível em:
CRESCENTINI, C. et al. Mindfulness-Oriented Meditation for Primary School Children: Effects on Attention and Psychological Well-Being. Frontiers in Psychology, 7 jun. 2016. v. 7, n. JUN, p. 1–12. Disponível em:
CSASZAR, I. E.; BUCHANAN, T. Meditation and Teacher Stress. Dimensions of Early Childhood, 2015. v. Vol 43, n. No 1, p. 4–7. Disponível em:
DAVIDSON, R. J. et al. Contemplative Practices and Mental Training: Prospects for American Education. Child Development Perspectives, jun. 2012. v. 6, n. 2, p. 146–153. Disponível em:
GARNER, P. W.; BENDER, S. L.; FEDOR, M. Mindfulness-based SEL programming to increase preservice teachers’ mindfulness and emotional competence. Psychology in the Schools, abr. 2018. v. 55, n. 4, p. 377–390. Disponível em:
GOLDSHMIDT, G. Meditation with Children Is It Appropriate to Do Reflective and Meditative Activity with Children in Schools? Religion & Education, 2 jul. 2020. v. 47, n. 3, p. 336–350. Disponível em:
GONZÁLEZ-VALERO, G. et al. Use of Meditation and Cognitive Behavioral Therapies for the Treatment of Stress, Depression and Anxiety in Students. A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health, 10 nov. 2019. v. 16, n. 22, p. 4394. Disponível em:
GRAHAM, A.; TRUSCOTT, J. Meditation in the classroom: supporting both student and teacher wellbeing? Education 3-13, 2 out. 2020. v. 48, n. 7, p. 807–819. Disponível em:
GREENBERG, M. T.; HARRIS, A. R. Nurturing Mindfulness in Children and Youth: Current State of Research. Child Development Perspectives, jun. 2012. v. 6, n. 2, p. 161–166. Disponível em:
HASSED, C. Mindful learning: Why attention matters in education. International Journal of School & Educational Psychology, 2 jan. 2016. v. 4, n. 1, p. 52–60. Disponível em:
KELLER, J. et al. “Your Brain Becomes a Rainbow”: Perceptions and Traits of 4th-Graders in a School-Based Mindfulness Intervention. Journal of Research in Childhood Education, 2 out. 2017. v. 31, n. 4, p. 508–529. Disponível em:
LIN, J. W.; MAI, L. J. Impact of mindfulness meditation intervention on academic performance. Innovations in Education and Teaching International, 4 maio. 2018. v. 55, n. 3, p. 366–375. Disponível em:
MALONEY, J. E. et al. A Mindfulness-Based Social and Emotional Learning Curriculum for School-Aged Children: The MindUP Program. Handbook of Mindfulness in Education. [S.l.]: [s.n.], 2016, p. 313–334.
MATIZ, A. et al. Positive Impact of Mindfulness Meditation on Mental Health of Female Teachers during the COVID-19 Outbreak in Italy. International Journal of Environmental Research and Public Health, 4 set. 2020. v. 17, n. 18, p. 6450. Disponível em:
OORD, S. VAN DER; BÖGELS, S. M.; PEIJNENBURG, D. The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents. Journal of Child and Family Studies, 2 fev. 2012. v. 21, n. 1, p. 139–147. Disponível em:
POPP, A. C.; REIS, M. A. F. BENEFÍCIOS DA MEDITAÇÃO NO CONTEXTO EDUCACIONAL. Concórdia SC: UnC/EMBRAPA, 2021. p. 141–142. Disponível em:
POWIETRZYŃSKA, M.; NOBLE, L. Mindfulness – seeping through the cracks in the American context of teacher education. Learning: Research and Practice, 2 jan. 2018. v. 4, n. 1, p. 66–77. Disponível em:
RAMSBURG, J. T.; YOUMANS, R. J. Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention during Lectures. Mindfulness, 15 ago. 2014. v. 5, n. 4, p. 431–441. Disponível em:
REIS, M. A. F. Efeito fotoelétrico na produção e transformação da luz: investigação do uso de uma proposta didática para o ensino de física em cursos de Engenharia. Canoas: Universidade Luterana do Brasil, 2019. Disponível em:
______; SERRANO, A. Pesquisa bibliográfica em historicidade, conceitos e contextos na produção e transformação da luz com a teoria quântica. Acta Scientiae, 2017. v. 19, n. 3, p. 493–516. Disponível em:
REMPEL, K. D. Mindfulness for Children and Youth: A Review of the Literature with an Argument for School-Based Implementation. Canadian Journal of Counselling and Psychotherapy, 2012. v. 46, n. 3, p. 201–220. Disponível em:
ROESER, R. W. et al. Mindfulness Training and Teachers’ Professional Development: An Emerging Area of Research and Practice. Child Development Perspectives, jun. 2012. v. 6, n. 2, p. 167–173. Disponível em:
SAU, A.; BHAKTA, I. Mendeley: a free reference management software. Journal of Comprehensive Health, 2018. v. 6, n. 1, p. 52–53. Disponível em:
SCHWIND, J. K. et al. Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study. Nurse Education Today, mar. 2017. v. 50, p. 92–96. Disponível em:
SHAPIRO, S. L. et al. Contemplation in the Classroom: a New Direction for Improving Childhood Education. Educational Psychology Review, 14 mar. 2015. v. 27, n. 1, p. 1–30. Disponível em:
SOUZA, M. DE; HYDE, B.; KEHOE, T. An investigation into the effects of meditation with children in a Catholic primary school. International Journal of Children’s Spirituality, out. 2014. v. 19, n. 3–4, p. 197–212. Disponível em:
STEINER, N. J. et al. Yoga in an Urban School for Children with Emotional and Behavioral Disorders: A Feasibility Study. Journal of Child and Family Studies, 27 ago. 2013. v. 22, n. 6, p. 815–826. Disponível em:
TARRASCH, R. Mindfulness Meditation Training for Graduate Students in Educational Counseling and Special Education: A Qualitative Analysis. Journal of Child and Family Studies, 9 maio. 2015. v. 24, n. 5, p. 1322–1333. Disponível em:
______; MARGALIT-SHALOM, L.; BERGER, R. Enhancing Visual Perception and Motor Accuracy among School Children through a Mindfulness and Compassion Program. Frontiers in Psychology, 24 fev. 2017. v. 8, n. FEB, p. 1–10. Disponível em:
VICKERY, C. E.; DORJEE, D. Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children. Frontiers in Psychology, 12 jan. 2016. v. 6, n. JAN, p. 1–13. Disponível em:
W. ROESER, R.; ZELAZO, P. D. Contemplative Science, Education and Child Development: Introduction to the Special Section. Child Development Perspectives, jun. 2012. v. 6, n. 2, p. 143–145. Disponível em:
WEIJER-BERGSMA, E. VAN DE et al. The Effectiveness of a School-Based Mindfulness Training as a Program to Prevent Stress in Elementary School Children. Mindfulness, 21 nov. 2012. v. 5, n. 3, p. 238–248. Disponível em:
WILLIS, E.; DINEHART, L. H. Contemplative practices in early childhood: implications for self-regulation skills and school readiness. Early Child Development and Care, 3 abr. 2014. v. 184, n. 4, p. 487–499. Disponível em:
Published
2023-03-15
Section
FLUXO CONTÍNUO - Artigos
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