Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-04-23T13:55:58Z No. of bitstreams: 1 Diogo Silveira Heredia y Antunes.pdf: 3115311 bytes, checksum: 22dcd7e0dae177c32c6fea4e84f5b326 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-09T18:08:23Z (GMT) No. of bitstreams: 1 Diogo Silveira Heredia y Antunes.pdf: 3115311 bytes, checksum: 22dcd7e0dae177c32c6fea4e84f5b326 (MD5) / Made available in DSpace on 2018-05-09T18:12:33Z (GMT). No. of bitstreams: 1 Diogo Silveira Heredia y Antunes.pdf: 3115311 bytes, checksum: 22dcd7e0dae177c32c6fea4e84f5b326 (MD5) Previous issue date: 2018-02-28 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This research has as main question to analyze the social role, values and strategies of human formation of the emerging schools. It is characterized as a qualitative exploratory research. It is organized from two spectra, a theoretical discussion supported by the literature and an empirical component, carried out through interviews with coordinators, teachers and mothers of two Neo humanistic children's education schools located in Porto Alegre (RS). For analysis of the research findings, it was used as methodology the Content Analysis organized in thematic categories. The emergent schools constitute in this research as a set of educational spaces that find as characteristics in common perspectives based on: complexity, transdisciplinarity, multidimensionality, interaction in the process of knowledge construction and ethics. This concept is more coherent to define the schools that were part of this research than the term innovative schools. The results show that the schools that were part of the field research take as a central point in their way of being school a set of values based on the Neo humanistic Philosophy called principles of Yama and Niyama, originated in Tantra, ancient philosophy of India. Other emerging schools also take as their central point values that find affinities with the principles of Yama and Niyama and which, like these, transcend any social, racial or religious sectarianism. This values express themselves in educational practice through strategies for human formation, which were being developed by the schools and applied day by day with the children. In the case of Neo humanist schools, these strategies can be divided into three blocks, which are: a) the four pillars, namely, Yoga, meditation, vegetarian eating and the principles of Yama and Niyama; b) activities related to philosophy, stories related to values, songs and songs; and c) other pedagogical activities, which include a wide range of elements such as stories, cooperative games, games, painting, among others. Both the values and the strategies for human formation are aligned with the social role that these schools intend to assume, which includes a set of elements that can be summarized as follows: in a broad way, schools make a commitment with life, and work for us to adopt other ways of occupying the place of humanity in the K?smos, which passes through the conscientious maturing of humanity. In addition, the school places itself as a protected place, with space to experience cultural plurality and at the same time that it has affinity with the values of the families that integrate its community, it also expands the familiar horizons. Finally, I make a synthesis about the reflections made from interviews and visits in emerging schools that points to some relevant issues that have been shown as common points in these different experiences, which are: Education perceived as a way to learn to live in the world; the deep sense of cooperation in relationships; the relationship with nature, recognizing her as a mistress and nourish mother; the school as a place of self-knowledge; and the emerging school as a possible space to reinvent the world. / Esta pesquisa tem como quest?o principal analisar o papel social, valores e estrat?gias de forma??o humana das escolas emergentes. Caracteriza-se como pesquisa qualitativa de car?ter explorat?rio. Organiza-se a partir de dois espectros, uma discuss?o te?rica amparada na literatura e um componente emp?rico, realizado atrav?s de entrevistas com coordenadoras, professoras e m?es de duas escolas neo-humanistas de educa??o infantil situadas em Porto Alegre (RS). Para an?lise dos achados de pesquisa, utilizou como metodologia a An?lise de Conte?do organizada em categorias tem?ticas. As escolas emergentes constituem-se, nesta pesquisa, como um conjunto de espa?os educativos que encontram, como caracter?sticas em comum, perspectivas alicer?adas na complexidade, transdisciplinaridade, multidimensionalidade, intera??o no processo de constru??o do conhecimento e ?tica. Este conceito ? mais coerente para definir as escolas que fizeram parte da pesquisa do que o termo escolas inovadoras. Os resultados encontrados apontam que as escolas participantes na pesquisa de campo tomam como ponto central em sua maneira de ser escola um conjunto de valores embasados na filosofia neo-humanista, chamados de princ?pios de Yama e Niyama, os quais, por sua vez, t?m origem no Tantra, antiga filosofia da ?ndia. Outras escolas emergentes tamb?m tomam como ponto central valores que encontram afinidades com os princ?pios de Yama e Niyama e que, como estes, transcendem qualquer sectarismo social, racial ou religioso. Estes valores expressam-se, na pr?tica educativa, atrav?s de estrat?gias para a forma??o humana que foram desenvolvidas pelas escolas e aplicadas no dia a dia com as crian?as. No caso das escolas neo-humanistas, estas estrat?gias podem ser divididas em tr?s blocos, que s?o: a) os quatro pilares, a saber, Yoga, medita??o, alimenta??o vegetariana e os princ?pios de Yama e Niyama; b) atividades ligadas ? filosofia, hist?rias ligadas aos valores, m?sicas e cantos; e c) outras atividades pedag?gicas, que incluem uma ampla gama de elementos, como hist?rias, jogos cooperativos, brincadeiras, pintura, entre outros. Tanto os valores como as estrat?gias para a forma??o humana est?o alinhados com o papel social que estas escolas se prop?em assumir, o que inclui um conjunto de elementos que podem ser sintetizados da seguinte forma: de uma maneira ampla, as escolas assumem um compromisso com a vida e trabalham para que adotemos outras formas de ocupar o lugar da humanidade no K?smos, o que passa pela caminhada de amadurecimento consciencial da humanidade. Para al?m disso, a escola se coloca como local protegido, com espa?o para experimentar a pluralidade cultural e, ao mesmo tempo em que encontra afinidade com os valores das fam?lias que integram sua comunidade, tamb?m expande os horizontes familiares. Para finalizar, esta pesquisa efetua uma s?ntese a respeito das reflex?es realizadas a partir das entrevistas e visita??es nas escolas emergentes a qual aponta algumas quest?es relevantes que se mostraram como pontos em comum nestas distintas experi?ncias, que s?o: a educa??o percebida como caminho de aprender a viver no mundo; o sentido profundo de coopera??o nas rela??es, a rela??o com a natureza, reconhecendo-a como mestra e m?e nutridora, a escola como espa?o de autoconhecimento e a escola emergente como espa?o poss?vel de reinventar o mundo.