http://repositorio.jesuita.org.br/handle/UNISINOS/5288 Lato Senso ( Especialização/MBA/MBE/Pós-MBA ) Sun, 12 Apr 2026 11:57:17 GMT 2026-04-12T11:57:17Z http://repositorio.jesuita.org.br/handle/UNISINOS/14027 Inclusão de pessoas com autismo em uma escola de educação jesuíta: práticas pedagógicas e compromissos pastorais Oliveira, Kelly Lima Wed, 18 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14027 2025-06-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14026 Construindo pontes: a excelência na formação e a promoção da justiça social nos centros educativos da Rede Jesuíta de Educação Sousa Junior, Francisco Rodrigues de Mon, 16 Mar 2026 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14026 2026-03-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13915 A educação bilíngue no quinto ano do Colégio Anchieta à luz da Pedagogia Inaciana: experiências significativas na formação de cidadãos globais Montenegro, Fernanda This study analyzes the implementation process of the Integrated Bilingual Curriculum (CBI) in Elementary School, with particular attention to the 5th grade, which has been taking place over the last three years in response to new pedagogical and market demands arising from the expanded instructional time dedicated to the English language. The research identifies the potentialities and challenges of the CBI and proposes possibilities for improvement through the incorporation of the Ignatian Pedagogical Paradigm (PPI) into bilingual teaching practices in the specific subject areas included in the 5th grade: History, Portuguese, Logic, and Science. The discussion is grounded not only in the PPI, but also in the concepts of Integral Education, Global Citizenship, and the Learning Map, which require considering how cognitive, socio-emotional, and spiritual-religious dimensions converge in the formation of citizens who are competent in their cognitive abilities, compassionate toward social issues, aware of contemporary challenges, and committed to building a better and more just world for all. Using a mixed-methods approach, a structured questionnaire was administered to representatives of the teaching staff and the coordination teams of Elementary School at Anchieta School in Porto Alegre, Rio Grande do Sul. The results indicate the need for reflection and improvement in the project’s implementation, particularly regarding the methodologies applied, teachers’ involvement in planning, teacher education, and pedagogical strategies adopted, in order to better prepare the teaching staff so that the integration of the PPI becomes increasingly effective in the bilingual educational context. The study concludes that the Ignatian Pedagogical Paradigm constitutes a meaningful pathway for the formation of subjects who act for and with others and who are capable of engaging critically within a global and plural context. Mon, 01 Dec 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13915 2025-12-01T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13841 Interferências da relação família/escola no desempenho pedagógico e socioemocional dos estudantes do 2º. e do 3º. anos do ensino fundamental do Colégio Loyola Ceolin, Virgínia Gris This study aims to reflect on the impact of the family-school relationship on the academic and socio-emotional development of 2nd and 3rd grade students at Colégio Loyola in 2023 and 2024, respectively, considering each child's individual characteristics. The methodology employed was document analysis based on sampling. The study identified situations in which emotional factors – such as anxiety, insecurity, and difficulties in adaptation – directly affected academic achievement, underscoring the need for coordinated actions between school and family. It emphasizes the urgency of reaffirming education as a collective process and of redefining the roles and authority of both parents and teachers. As part of this effort, the study proposes strategies such as the creation of guidance groups for families. The findings highlight the importance of empathetic listening, ongoing dialogue between school and family, and the strengthening of relationships to support the holistic development of children – academically and socioemotionally – while fostering an effective partnership capable of responding more appropriately and sensitively to the challenges of contemporary education. Thu, 05 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13841 2025-06-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13840 Contribuição do exercício físico na prevenção e no tratamento dos transtornos mentais em estudantes Rosa, Thulius Kreling da Mental disorders in students worldwide have been a subject of concern and research, especially in recent decades. These disorders became more evident after the covid-19 pandemic, arousing greater interest from the global scientific community. Considering that physical exercise plays an important role in public health, preventing and treating a series of physical conditions including metabolic and cardiovascular diseases and obesity, there was interest in analyzing the evidence found in published articles on: preventive effects of physical exercise on mental disorders; the role of physical exercise in promoting the physical health of individuals with mental disorders; the physical exercise as a strategy to manage symptoms in individuals with mental disorders. The results obtained demonstrated convincing evidence that physical exercise can prevent the most common mental illnesses in students, such as depression and anxiety disorders, in addition to offering multiple beneficial effects on the physical and mental health of people with a wide range of mental illnesses, especially depression, anxiety and schizophrenia. Furthermore, they have demonstrated a significant role in reducing the symptoms of these disorders in affected individuals. It is concluded that physical exercise should be incorporated into the routine care of students with mental disorders, with the encouragement and support of schools and families. Mon, 16 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13840 2025-06-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13839 Integração e formação continuada dos colaboradores do Colégio dos Jesuítas em Juiz de Fora-MG Gomes, Taynara Rubim This study investigates the integration of the mission of the Society of Jesus into the processes of welcoming and continuing education of employees at the Jesuit College in Juiz de Fora, Minas Gerais. The focus is to understand how new educators can align themselves with Ignatian values from their first contact with the institution and throughout their professional journey, through systematic practices of integration and training. The theoretical framework is based on the principles of Ignatian pedagogy, the Common Educational Project (PEC) of the Jesuit Education Network, the Spiritual Exercises of Saint Ignatius of Loyola, and the model of heroic leadership proposed by Chris Lowney, which articulates self-awareness, ingenuity, love, and heroism. The methodology adopted was qualitative, with an exploratory and descriptive approach. Electronic forms with open and closed questions were used, targeting employees from both academic and administrative areas. Document analysis of institutional materials from the Jesuit Education Network (RJE) was also conducted. Participation was voluntary, with anonymity and confidentiality guaranteed for all respondents. The results indicate that the processes of welcoming and continuing education are perceived positively by the employees, contributing significantly to the strengthening of institutional identity and alignment with the educational mission. Practices inspired by Ignatian spirituality—such as moments of listening, sharing, and systematic formation—were valued for fostering a sense of belonging, engagement, and purpose in professional performance. It is concluded that the Jesuit College has invested in solid training practices, but still faces the challenge of personalizing these experiences to reflect the diversity of its employees. As Saint Ignatius expresses: “Love ought to be expressed more in deeds than in words.” Mon, 23 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13839 2025-06-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13838 Inclusão e educação: a construção e a relevância do projeto educativo comum na Rede Jesuíta de Educação Pinto, Tatiana Vasconcellos This article emerges from the intersection of listening, practice, and reflection. Rather than merely analyzing a document, it seeks to understand how the Common Educational Project (PEC), developed by the Jesuit Education Network, has contributed to making school a space where all students — with their histories, rhythms, and ways of learning — can feel seen, welcomed, and part of a whole. Drawing from the trajectory of the Society of Jesus and the construction of the PEC, the text invites reflection on how values deeply rooted in Ignatian spirituality — such as equity, respect for diversity, and genuine care for others — are embodied in daily school practices. The theoretical framework is based on authors such as Mantoan (2006), Pacheco (2010), Rubens (2016), Carvalho (2008), and Sündermann (2023), among others. The methodology follows a qualitative and exploratory approach. Data were collected through a questionnaire answered by three teachers from the 6th grade at Colégio São Luís, in São Paulo. Their generous and committed voices reveal concrete gestures of inclusion, as well as the limitations and challenges they face daily. Rather than offering answers, this research aimed to listen. And by listening, it became clear that inclusion is built in the details: in the extended time, in the deepened listening, in the effort to adapt, and in the desire to get it right — even when conditions are not ideal. The testimonies point to the need for more consistent support networks, continuous training, and school environments where care and co-responsibility are not exceptions but part of the living culture of the school. Ultimately, educating — in light of the PEC and Ignatian tradition — is also an exercise in humanity. When inclusion is carried out with authenticity, it ceases to be a task and becomes a way of being with others. Sat, 24 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13838 2025-05-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13837 O protagonismo juvenil e Pedagogia Inaciana no Colégio Antônio Vieira: os Núcleos de Protagonismo Estudantil como espaços de formação de líderes e cidadãos conscientes Barbosa, Tâmara Márcia Simões Wed, 18 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13837 2025-06-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13836 A formação integral do educando a partir das vivências inacianas: reflexões inspiradas nos Exercícios Espirituais Silva, Simone Pereira Xavier Machado da This study investigates the impact of the Ignatian Experiences (VIV), inspired by the Spiritual Exercises of Ignatius of Loyola, on the holistic development of 9th-grade students at Colégio Anchieta, in Nova Friburgo, RJ. The research is grounded in Ignatian pedagogy and in the guiding documents of the Rede Jesuíta de Educação (Jesuit Education Network – Brazil), especially the Projeto Educativo Comum (PEC). Using a mixed-method approach, structured questionnaires were applied to three groups: students (Appendix A), lower secondary teachers (Appendix B), and pedagogical and Christian Formation coordinators (Appendix C). The objective was to understand how the VIV contributes to the cognitive, emotional, spiritual, and social dimensions of the students. The data reveal a high level of student satisfaction, especially regarding self-knowledge, emotional balance, and reflection on values and attitudes. Teachers and coordinators recognize the effectiveness of the initiative in promoting holistic formation, highlighting the importance of connecting academic content with the spiritual dimension. Among the challenges identified are the continuity of the VIV in daily school life and the need for greater teacher engagement. It is concluded that the VIV represent a meaningful formative practice that strengthens the Ignatian educational project and can serve as a model for other units within the Rede Jesuíta de Educação. Mon, 02 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13836 2025-06-02T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13835 Desenvolvimento da formação integral através do acompanhamento socioemocional de crianças do 2° ano do Ensino Fundamental Rodrigues, Rosyane Andrade de Lima Tue, 08 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13835 2025-07-08T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13834 Da tutoria ao magis: uma análise da prática do professor tutor à luz dos Exercícios Espirituais Moradei, Rodrigo Diniz This study examines the constitution of the magis educator in the Ignatian school environment, analyzing the essential elements that characterize their pedagogical practice. Inspired by the Spiritual Exercises of Saint Ignatius of Loyola, the research highlights the relationship between the tutor teacher and the student, comparing it to the dynamic between guide and exercitant in the Spiritual Exercises. The central objective is to demonstrate how this approach, grounded in Ignatian pedagogy, fosters a holistic, humanizing, and personalized education focused on the student's overall development. The methodology is qualitative, combining bibliographic research with data analysis based on experiences in a Jesuit school. The study addresses the challenges of being a magis educator in a neoliberal context, marked by fluid and immediate relationships, contrasting with the Ignatian principles of integral formation and human dignity. Additionally, it discusses the importance of cura personalis (personalized care) and spirituality in education, emphasizing the need for attentive consideration of each student's individuality. The article proposes a paradigm shift, transforming the tutor teacher into a "Magis Tutor," committed to excellence and service to others, aligned with the Jesuit mission of forming conscious, competent, and compassionate individuals. It concludes that Ignatian pedagogy, by integrating experience, reflection, and action, provides valuable tools for transformative education capable of addressing contemporary challenges and fostering critical, socially committed citizens. Tue, 10 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13834 2025-06-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13833 A construção da autonomia da criança na educação infantil, fundamentada à pedagogia inaciana Gripp, Roberta de Almeida Silva This article analyzes the construction of children's autonomy in Early Childhood Education, based on Ignatian Pedagogy. It is a theoretical study that highlights the importance and value of children's protagonism, particularly in early childhood (0 – 5 years and 11 months), in the active construction of their autonomy. We will explore how pedagogical and didactic actions, grounded in the reflections and inspirations of St. Ignatius, enhance and empower children's ability to think, create, and express themselves in their decision-making, in the face of situations of interaction and socialization, based on their daily experiences. In this reading, we will recognize that the first years of a child's life serve as the foundation for socio-emotional structuring in the formation of active, thoughtful, and autonomous beings, reinforcing the value of Early Childhood Education as a basis for their integral development, that is, in the enhancement of the whole person, developing their creativity, providing interaction with others, and exercising a mindful perspective towards others. Wed, 11 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13833 2025-06-11T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13832 Tecnologia e educação jesuítica: desafios e oportunidades no ensino fundamental II do Colégio Anchieta de Nova Friburgo Siqueira, Rita de Cássia Thu, 26 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13832 2025-06-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13831 Ambientes de aprendizado auto-organizados (sole) como metodologia para a educação: uma revisão bibliográfica Freitas, Pedro César Fleury de Tue, 17 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13831 2025-06-17T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13830 A Gestão de Pessoas e os desafios do trabalho: em busca de um RH Inaciano Rocha, Paula Simas da Thu, 26 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13830 2025-06-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13829 Serviço social e identidade inaciana: práticas, desafios e possibilidades em uma escola jesuíta Lamarca, Paula Pereira Mon, 23 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13829 2025-06-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13828 A experiência da biblioteca do Colégio Loyola como espaço vivo de aprendizagem magis Palmeira, Paula Carolina de Freitas Tue, 17 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13828 2025-06-17T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13827 Colégio Loyola e o Núcleo de Educação para a Paz: da Pedagogia Inaciana à justiça restaurativa Napoli, Narayana Palhares Sun, 25 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13827 2025-05-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13826 Pedagogia Inaciana, educação do campo e ecologia integral: caminhos de formação integral na Escola Família Agrícola Jaboticaba (EFAJ), em Quixabeira-Bahia Silva, Mateus de Jesus Figueiredo da Thu, 03 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13826 2025-07-03T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13825 Uma resposta da Pedagogia Inaciana à Sociedade do Cansaço: a utilização dos smartphones em sala de aula Teixeira, Mateus Barradas The present article proposes an Ignatian Pedagogy response to the so-called Society of Tiredness, especially in the context of excessive smartphone use in educational settings. Beginning with an analysis of Law 15.100/25, which regulates the use of electronic devices in educational institutions, the text investigates the impacts of this legislation on Colégio Anchieta in Nova Friburgo. Drawing on Byung-Chul Han’s reflections on hyperproductivity, distraction, and the loss of contemplative experience, the article arguesthat structuring elements of Ignatian pedagogy — such as the Spiritual Exercises, Magis, Cura Personalis, and Critical Innovation — offer pathways to resist the logic of performance, predominantly characterized by exhausting patterns in which there is no space to stop, pause, or conclude. The methodology includes documentary and hermeneutical analyses, articulating critical theory with a case study. It concludes that Ignatian pedagogy offers a formative alternative to confront the challenges imposed by digital culture and neoliberal logic in today’s educational environment. Thu, 03 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13825 2025-07-03T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13824 A espiritualidade inaciana como diferencial no acolhimento de alunos com necessidades especiais no setor de matrículas de um colégio da Rede Jesuíta de Educação Martins, Mary Hellen This article aims to understand how the principles of Ignatian spirituality can contribute to a more humane, sensitive and inclusive reception of students with special educational needs, fostering family understanding and the guarantee of rights, especially during the school enrollment process. Based on the experience of Colégio Medianeira, with a focus on the admissions sector, a qualitative study was conducted involving document analysis, participant observation, and semi-structured interviews with school staff. The results indicate that values such as cura personalis (individualized care) and discernment guide concrete practices of attentive listening, respect for individuality, and collaboration among different school sectors. However, the study also highlights the importance of expanding continuing education programs to include admissions staff in topics related to inclusion. It is concluded that reception practices grounded in Ignatian spirituality can foster lasting bonds between school and families, strengthening an education culture that values each person in their entirety. Wed, 18 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13824 2025-06-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13823 “Como me sinto quando...”: desenvolvimento de competências socioemocionais com os estudantes do 3° ano do Ensino Fundamental no Colégio dos Jesuítas/MG Martins, Maria Juliana Batista Tue, 01 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13823 2025-07-01T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13822 Pedagogia inaciana e inteligência artificial: uma perspectiva crítica para a formação integral Zimmer, Maria Cláudia de Souza Este artículo tiene como objetivo analizar cómo la Inteligencia Artificial en el contexto educativo puede ser orientada por los principios de la Pedagogía Ignaciana, promoviendo una educación transformadora, ética e inclusiva que valore la formación integral del estudiante. Así, el texto se divide en tres partes y una conclusión: primero, se contextualiza el momento de la llegada de la Inteligencia Artificial generativa a la educación básica. A continuación, se presenta la Pedagogía Ignaciana como un referente para la educación contemporánea. Después, se enumeran los impactos y posibilidades de la IA en el aprendizaje de los estudiantes. Se reflexiona críticamente sobre la integración de la Inteligencia Artificial en la educación desde la perspectiva de la Pedagogia Ignaciana, evidenciando su importancia en la formación de los estudiantes. En conclusión, el artículo refuerza la importancia de las contribuciones de la Pedagogía Ignaciana para una educación transformadora en la Era de la Inteligencia Artificial. Sin embargo, se hace necesario realizar investigaciones para comprobar la eficacia del uso de tecnologías con IA en el proceso de aprendizaje de los estudiantes. Mon, 07 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13822 2025-07-07T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13821 Assembleias escolares: a perspectiva de trabalhar assembleias em uma escola da Rede Jesuíta de Educação: Colégio Loyola Barbosa, Márcia Corrêa This article aims to reflect on the practice of School Assemblies at a school within the Jesuit Education Network, Colégio Loyola, highlighting its implementation as a pedagogical strategy since 2012. Based on the Ignatian Pedagogy, the assemblies encourage students’ participation in the construction of democratic values and citizenship. The applied methodology includes document analysis and bibliographic review, emphasizing the importance of dialogue and participation in resolving school conflicts. This initiative seeks to strengthen the holistic development of students, addressing cognitive, emotional, and social aspects in alignment with the principles of the Brazilian National Common Curricular Base (BNCC). The study shows that assemblies enhance socio-emotional skills such as mutual understanding, selfregulation, and responsibility, contributing to an inclusive and collaborative school environment. Despite the progress made, the article acknowledges challenges in consolidating and modernizing this pedagogical practice, suggesting the need for continuous improvement and alignment with contemporary educational guidelines. Wed, 18 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13821 2025-06-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13820 A contribuição do componente curricular projeto de vida na formação integral dos estudantes do ensino médio do Colégio Anchieta de Porto Alegre Lopes, Kátia Maria de Conto Wed, 21 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13820 2025-05-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13819 O sujeito contemporâneo à luz da psicanálise e os impactos na formação integral diante de uma Educação Jesuítica Castro, Karen Arrudas de This article proposes a reflection on the impact of Integral Formation, grounded in Jesuit Education, on the constitution of the contemporary subject from a psychoanalytic perspective. In a social context marked by neoliberal logic, a culture of performance, and fragmented relationships, there is a growing prevalence of psychological distress among children, adolescents, and adults. Based on a bibliographic review and a theoretical-reflective study with a qualitative and interpretative approach, this article analyzes how these transformations affect individuals' subjective development. It draws on authors such as Freud, Lacan, Bauman, Birman, Han and Dunker to characterize contemporary forms of suffering. To deepen the discussion on Integral Formation, key guiding documents from the Society of Jesus and the Rede Jesuíta de Educação (RJE - Jesuit Education Network, Brazil) were used, which promote educational practices committed to comprehensive human development. Jesuit Education, with its reflective and compassionate approach, emerges as a powerful tool for fostering humanizing educational processes capable of shaping conscious, critical individuals committed to the common good. The study concludes that, for education to be truly transformative, it must recognize the subject in their entirety and promote spaces that welcome, listen to, and make sense of human experiences. Tue, 10 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13819 2025-06-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13818 A arte de liderar com sentido: uma experiência inaciana no Colégio Anchieta de Nova Friburgo / RJ Ferreira, Juliana Silva This article investigates the integration of Ignatian Pedagogy in the development of educational leadership, using Colégio Anchieta, located in Nova Friburgo/RJ, as a case study. Grounded in the spiritual and pedagogical foundations of the Ignatian tradition, the study seeks to understand how this approach can be applied to institutional management, promoting a leadership model that combines efficiency, ethics, and commitment to the educational mission of the Society of Jesus. The analysis focuses on the Programa Docente Magis (PDM), originally designed for continuous teacher development, but which demonstrates significant potential to be adapted for training school leaders and administrators. Anchored in the Jesuit leadership pillars—self-awareness, ingenuity, love, and heroism—and the values of Ignatian Pedagogy, the program emphasizes integral formation, discernment, active listening, and shared responsibility as key elements for enhancing organizational culture and aligning leadership practices with institutional values. Using a mixed-methods approach, including both quantitative and qualitative data, the research examines perceptions of institutional leadership through the lens of Ignatian spirituality. The findings suggest that expanding the PDM to include leaders and administrators can strengthen institutional identity, a sense of mission, and the practice of cura personalis, fostering a culture of care, excellence, and service. The study concludes that leadership development rooted in the Ignatian tradition is essential for a transformative educational management model—one that builds human connections, inspires meaningful change, and contributes to the common good, reaffirming the strategic role of leadership in fulfilling the Jesuit educational mission. Mon, 09 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13818 2025-06-09T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13817 A mediação escolar dos estagiários de psicologia e pedagogia: desafios e contribuições para a educação inclusiva no Colégio Antônio Vieira Limoeiro, Juliana Macêdo Wed, 11 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13817 2025-06-11T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13816 O relacionamento institucional nos processos de captação: o diferencial do setor no Colégio São Luís (SP) Carrara, Juliana de Paula Mon, 09 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13816 2025-06-09T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13815 Liderança transformacional na educação básica jesuíta: diretrizes para a formação de educadores da segurança no Colégio Anchieta - RS Santos, José Ildo dos This research aimed to structure key axes and general action guidelines for developing a dissemination plan of the transformational leadership model among security educators at Colégio Anchieta – Jesuit Education Network – Porto Alegre. Grounded in the concept of leadership, with emphasis on transformational leadership, the study highlights collaborative participation and shared responsibility in collective processes, promoting influential actions beyond mere task assignment or commandand-control logic. A mixed-methods approach was adopted, combining quantitative and qualitative data collection through questionnaires administered to security educators and a focus group conducted with the school’s leadership team. The findings suggest that, through structured actions such as discussion circles, informal dialogue sessions ("mate papo"), and ongoing professional development, it is possible to foster systemic thinking and coordinated work. These initiatives align with the transformational leadership model by encouraging identification, engagement, and availability among team members. Wed, 25 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13815 2025-06-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13814 Plataformização e gestão educacional: potencialidades e desafios éticos na perspectiva inaciana Morais, João Philipe Spinelli This study analyzes the integration of educational technologies into the pedagogical management of Colégio dos Jesuítas, in Juiz de Fora, an institution that is part of the Jesuit Education Network. Considering the post-pandemic context and the impacts of platformization and datafication in education, the research investigates how digital platforms—such as the BI Análise Interna and the BI Análise PISM, have been used to enhance individualized pedagogical monitoring in high school. The objective of this study is to understand how these digital platforms contribute to the systematic monitoring and analysis of students' academic trajectories in high school. The adopted methodology is qualitative, based on document analysis and a case study approach, considering the observation of school practices and theoretical references on Jesuit education, educational ethics, and digital technologies. The results highlight the importance of personalized student monitoring, the deepening of dialogue between innovation and integral formation, and the ethical challenges related to the intensive use of data in the light of Ignatian Pedagogy. Thu, 03 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13814 2025-07-03T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13813 O impacto do imediatismo na formação e orientação da juventude: as possibilidades no desenvolvimento de lideranças frente ao imediatismo Andrade, João Maicon Pereira This article investigates the impact of immediacy on the formation and guidance of young leaders in an accelerated and hyperconnected cultural context. Based on Ignatian pedagogy and theorists such as Bauman, Lipovetsky, and ByungChul Han, the study analyzes integral formation and educational proposals that strengthen resilience, patience, and propose alternatives to the model of instant gratification. It also discusses the role of spirituality and human values in building conscious and committed leadership. Fri, 06 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13813 2025-06-06T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13812 Pedagogia inaciana e os desafios da gestão educacional: formação e práticas para a convivência escolar Dias, Jardeli Oliveira Thu, 26 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13812 2025-06-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13811 Espiritualidade inaciana na educação infantil Schütz, Irineu Juarez Desde la perspectiva de identificar la importancia de la dimensión espiritual en la primera infancia, especialmente en la educación infantil, esta investigación propone un enfoque sobre la sobre la espiritualidad ignaciana presente en las escuelas de la Compañía de Jesús. Para ello, presenta sus especificidades dentro de la dimensión espiritual-religiosa así como la caracterización de la educación inicial, destacando el rango de edad de 3 a 5 años, quienes, en este trabajo, representa específicamente a los niños de la Educación Inicial en el Colegio Anchieta de Porto Alegre, Rio Grande do Sul. A partir de una revisión bibliográfica y documental, se observaron los aportes que la práctica de la espiritualidad ignaciana puede presentar en este grupo etario. Wed, 21 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13811 2025-05-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13810 A influência dos exercícios espirituais de Santo Inácio na formação continuada de educadores Santos, Graziela Mercedes dos This research examines how practicing the Spiritual Exercises of Saint Ignatius can directly impact the integral development of educators, positively impacting their training, pedagogical practice, and emotional well-being within the school environment, as well as their personal lives. The theoretical framework discusses the foundations of the Spiritual Exercises, Ignatian pedagogy, and the integral formation of educators in light of the values of the Society of Jesus, drawing on authors such as Klein, Loyola, and Bauman. The contributions of the Jesuit Education Network and the transformative role of spirituality in teaching practice are also discussed. The mixed-methods study was conducted with 28 educators from Colégio Catarinense, revealing that most recognize the positive effects of the Spiritual Exercises on their teaching practices, making them more effective and humane, in line with Ignatian Pedagogy and contemporary challenges. Personal benefits were also observed, including increased emotional resilience and a better work-life balance. The data reinforce that the Spiritual Exercises are a relevant training tool, aligned with Ignatian Pedagogy, contributing to a more humane and conscious teaching practice. Participants suggest expanding the offerings and creating spaces for sharing, integrating this experience more continuously into the school routine. Although the results indicate significant benefits, the study also identifies obstacles to implementation, such as lack of time, resistance to practices that require greater spiritual depth, and the need for specific training to integrate the Spiritual Exercises into the educational process. Sun, 15 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13810 2025-06-15T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13809 Arte na Pedagogia Inaciana: uma reflexão do ensino da dança na perspectiva da Educação Integral Schiavi, Giulia Milanez Peña Fri, 23 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13809 2025-05-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13808 Educação jesuíta face à educação bancária: aproximações entre Santo Inácio de Loyola e Paulo Freire Teixeira, Gabriel Silva de Araujo Fri, 04 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13808 2025-07-04T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13807 O Serviço de Orientação Educacional (SOE): dispositivo para efetivação da educação inaciana Soares, Francisco Bruno Paz The study aimed to analyze the praxis carried out by the Educational Guidance Service (SOE) at Santo Afonso Rodriguez School (ESAR). It was characterized as a descriptive and qualitative research. The investigation was conducted through two main analyses: an analysis of the instruments and an analysis of the projects. The instruments were classified into general, cognitive, and socio-emotional categories. The projects discussed included Aluno ESAR, Liderança Inaciana, and QCarreira. In both analytical categories, the strengths and weaknesses of each component were addressed. Therefore, despite the shortage of professionals, the need for a clearer definition of responsibilities, and the necessity for further studies, it is concluded that the SOE stands out as one of the main mechanisms for the implementation of Ignatian Education at ESAR, and more broadly, within the Jesuit Education Network (RJE). Thu, 22 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13807 2025-05-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13806 A cultura digital e a transformação da educação: aprendizagens e desafios no contexto escolar Paiva, Fernanda Kelly Neto de Souza Tue, 15 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13806 2025-07-15T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13805 Desenvolvimento socioemocional no ensino médio noturno do colégio São Luís – SP: práticas e reflexões Martins, Fabiana Aparecida Mon, 26 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13805 2025-05-26T00:00:00Z