Abstract
This essay makes a theoretical reflection upon possible conceptual proximities between the contemporary application of Mindfulness in education and the educational proposals of Paulo Freire. The study manages to approximate Freire to Mindfulness through a few concepts such as “openness to the new” and ‘critical curiosity’, which are related to a certain kind of development of awareness. We conclude that the contributions of mindfulness to the educational process as understood by Paulo Freire are related to the ability to develop a state of presence that brings more awareness to mental and emotional states, as much as it leads to conscious actions opposed to actions in the autopilot. Awareness (which is close to the concept of action-reflection in Freire) becomes, thus, a keyword for transformation towards lesser mental, emotional, physical and social/interpersonal suffering, both in Freire and in Mindfulness.
Highlights
We conclude that the contributions of mindfulness to the educational process as understood by Paulo Freire are related to the ability to develop a state of presence that brings more awareness to mental and emotional states, as much as it leads to conscious actions opposed to actions in the autopilot
This essay proposes to weave an unprecedented dialogue between the Brazilian educator Paulo Reglus Neves Freire and mindfulness
The purpose in establishing this dialogue is to reflect upon the need of pedagogical practices that are permeated by the dialogism present in the body of each subject involved in the educational process, and the possibility of searching for the rising of consciousness and recognition of our unfinishedness as individuals in the same process[1]
Summary
Mindfulness na Educação e Paulo Freire: uma abordagem reflexiva (resumo: p. 14) Mindfulness en la Educación y Paulo Freire: un abordaje reflexivo (resumen: p. 14). (c) Psychology student, Federal University of São João del-Rei. São João Del Rei, MG, Brasil. The study manages to approximate Freire to Mindfulness through a few concepts such as “openness to the new” and ‘critical curiosity’, which are related to a certain kind of development of awareness. We conclude that the contributions of mindfulness to the educational process as understood by Paulo Freire are related to the ability to develop a state of presence that brings more awareness to mental and emotional states, as much as it leads to conscious actions opposed to actions in the autopilot. Mindfulness in Education and Paulo Freire: a reflective approach.
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