THE PRACTICE OF MINDFULNESS MEDITATION IN HIGH SCHOOL: A TOOL FOR HEALTH PROMOTION AND ACADEMIC-FORMATIVE COMPLEMENTATION OF ADOLESCENTS
DOI:
10.23926/RPD.2526-2149.2019.v4.n2.p524-545.id506Keywords:
Mindfulness, Neuroscience, Teaching and learning, Embodied cognitionAbstract
This article is an excerpt from a master's level research, “Influence of a Body Awareness Program with High School Students”, which was conducted at IFMT Campus Cuiabá - Bela Vista and aims to verify the influence of mindfulness practice for health promotion and academic-formative complementation of adolescents. In this paper we pointed preliminary results and students' perceptions about such practice at school. From an action research typology with a qualitative and quantitative approach, the study was developed from March to May 2019.For the production of data, we used questionnaires and specific protocols of the Physical Education area, being these instruments applied in the pre and post-intervention phases. The program was implemented with the development of mindfulness experiences that promoted deep reflections about mind-body that occurred at school and at each participant’s house. Preliminary results showed that after four face-to-face sections, combined with eight consecutive weeks of home mindfulness practices, it was possible to verify an improvement in the perception and conduct that these adolescents had with their bodies and their daily actions. Finally, we consider that these experiences were essential tools for a more contextualized view about the relevance of systemic interventions in biopsychosocial and academic-formative factors.
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