Aprendizagem, corpos e emoções como currículo vivo para a formação integral: diálogos possíveis entre a análise bioenergética e o paradigma pedagógico inaciano

Abstract

This article aims to reflect on the importance of an educational approach that integrates emotional and bodily learning, emphasizing the interconnection between body, mind, and emotions to foster the holistic development of individuals, especially in a postpandemic context. The need to update pedagogical practices to meet this perspective is underscored, aiming to prepare learners and educators for contemporary challenges and empower them to become protagonists of their own experiences and learning. For this purpose, the present study, conducted through bibliographic research, proposes the body/mind articulation as a possibility for a living curriculum with potential dialogues between the bioenergetic approach analysis and the Ignatian Pedagogical Paradigm. In this regard, research and analysis of the documents guiding the educational work of a Jesuit school in Salvador-BA were conducted, as well as multi-referenced studies of bioenergetic analysis, body psychology, contemporary education, and the curriculum. In conclusion, the article underscores the role of our educational institutions as privileged spaces to promote holistic development, conceiving the body/mind as a living curriculum, emphasizing continuous renewal in pedagogical approaches, guided by the planning outlined in the Integral Formation Learning Map – MAFI (acronym in Portuguese). Furthermore, dialogues are created with the Bioenergetic Approach from the perspective of the socio-emotional dimension, enabling students and educators to take a leading role in their experiences of feeling/thinking/acting.