Um As vivências meditativas como estratégia educativa na educação infantil a partir da teoria bioecológica

Abstract

This study emphasizes the importance of interactions between the child and the different contexts in which they are inserted, in addition to considering the impact of time on these interactions in the Bioecological perspective proposed by Urie Brofenbrenner. The study aimed to analyze how meditative experiences, within a bioecological approach, can represent significant strategies for the pedagogical educational process of EI children. This qualitative study explored interactions between a researcher and children during meditation experiences in Early Childhood Education. 14 children, aged between two and three years old, participated in a private school in the city of Rio Grande/RS.  Data were collected via Field Diaries and analyzed according to Bardin (2011), categorizing interactions into dyads. Based on the greater frequency of joint dyads observed in the study, it is suggested that the interactions between the researcher and the children during the meditative experiences were significant. This points to a high level of involvement and efficiency of the practices investigated. In fact, the observation of meditative experiences in Early Childhood Education, combined with the Theory Based on Human Development (TBDH) and the recognition of each child's individuality, contributes to the development of more effective pedagogical practices.