Made available in DSpace on 2014-12-17T14:35:48Z (GMT). No. of bitstreams: 1 EdmilsonPA.pdf: 626977 bytes, checksum: cc049d4913b9298452b22f3e740cce68 (MD5) Previous issue date: 2007-11-06 / This thesis deals with the self-knowledge importance and corporal practices and the contribution of the Transpersonal Education for the initial formation process of students of Physical Education. In this context, students are stimulated to come in contact with the bases of learning to know, to make, to live together and to be for the promotion of integral education. We give priority to holistic conception of educating based in Emergent Paradigm. In this conception, student in initial formation is led to get back the view of integral being, life and love as education basis. We had as starting point, the essential dimensions to the learning geared toward the embodiment integration, autopoiesis and trans-disciplinarity. This work presents tracks for the teacher formation of Physical Education. It deals with the unfolding of teaching experiences in 2006, in Graduation Course in Physical Education of Universidade Federal do Rio Grande do Norte, in subject of Corporal Conscience, offered to undergraduate students which can be characterized as an action-research. This process was chosen as knowledge and intervention method because it allowed knowing and acting at the same time, studying the conditions and results of accomplished experience. In shared meetings with reflected experiences, we appeal to the experiences of situations that had mobilized the corporal, emotional, mental and spiritual dimensions of participants. The data collected through observations, accounts, questionnaires and interviews of learning processes had been starting points for the beginning of dialogue along with students of Graduation Course in Physical Education. The findings had been interpreted through of hermeneutics and discourse analysis. In this research, participants are considered as protagonist and boosters of educative process. The theoretical basis was supported by Transpersonal Education which contributed for a peace culture and respectful relationship. In its initial formation process, this research protagonists had evidenced of the importance of transpersonal education, geared toward action and changing, new ways of being and living together, facing the daily conflicts from a human and rational perspective. The research emphasized the importance of a new look on the teacher formation of Physical Education to face the limits of fragmented formation. Thus, we recognize that through the teacher education process, the transpersonal education provided wide significant changes reported during research, extending and re-meaning different learning levels such as: cognitive, emotional, attitudinal, and behavioral geared toward the personal and transpersonal development, reiterating the relevance of self-knowledge for development and establishment of pedagogical practice which prioritizes the life direction. The necessity of integrating knowledge to being in the initial process of teaching formation was emphasized in all the transpersonal meetings / A tese trata da import?ncia do autoconhecimento e as pr?ticas corporais e a contribui??o da Educa??o Transpessoal para o processo de forma??o inicial dos alunos de Educa??o F?sica. Nesse contexto os alunos s?o incentivados a entrar em contato com os fundamentos de aprender a conhecer, a fazer, a conviver e a ser para a promo??o da educa??o integral. Priorizamos a concep??o hol?stica de educar baseada no Paradigma Emergente. Nessa concep??o os alunos em forma??o inicial s?o conduzidos a resgatar a vis?o do ser integral, a vida e o amor como fundamento da educa??o. Tivemos como fio condutor, as dimens?es constitutivas para o aprender voltadas para a integra??o da corporeidade, da autopoiesis e da transdisciplinaridade. Este trabalho apresenta pistas para a forma??o do professor de Educa??o F?sica. Trata do desdobramento de viv?ncias docentes experienciadas em 2006, no Curso de Gradua??o em Educa??o F?sica da Universidade Federal do Rio Grande do Norte, na disciplina de Consci?ncia Corporal, oferecida aos alunos em forma??o. Podendo ser caracterizada como uma pesquisa a??o. A pesquisa-a??o foi escolhida como m?todo de conhecimento e interven??o porque permitiu ao mesmo tempo conhecer e atuar, estudando as condi??es e os resultados da experi?ncia efetuada. Nos encontros compartilhados com experi?ncias refletidas, recorremos ?s viv?ncias de situa??es que mobilizaram as dimens?es corporais, emocionais, mentais e espirituais dos participantes. Os dados coletados por meio de observa??o, registros, question?rios e entrevistas dos processos de aprender foram pontos de partida para o in?cio do di?logo junto aos alunos em forma??o do Curso de Gradua??o em Educa??o F?sica. Os dados encontrados foram interpretados por meio da hermen?utica e an?lise do discurso. Os participantes s?o considerados nessa pesquisa como protagonistas e impulsionadores do processo educativo.O referencial te?rico, foi ancorado pela Educa??o Transpessoal, educa??o que contribuiu para uma cultura de paz e de conviv?ncia respeitosa. Os protagonistas da pesquisa no seu processo de forma??o inicial constataram a import?ncia da educa??o transpessoal, voltada para a a??o e mudan?a, para novas maneiras de ser e de viver, encarando os conflitos do cotidiano numa perspectiva humana e racional. A pesquisa ressaltou a import?ncia de um novo olhar sobre a forma??o do Professor de Educa??o F?sica para enfrentar os limites da forma??o fragmentada. Reconhecemos, assim, que atrav?s do processo de forma??o de professores, a educa??o transpessoal proporcionou amplas mudan?as significativas relatadas durante a pesquisa, ampliando e re-significando diferentes n?veis de aprendizagem: cognitivo, emocional, atitudinal, e comportamental voltados para o desenvolvimento pessoal e transpessoal, reiterando a relev?ncia do autoconhecimento para o desenvolvimento e estabelecimento de uma pr?tica pedag?gica que priorize o sentido da vida. Foi destacado em todos os encontros transpessoais a necessidade da integra??o do saber ao ser no processo inicial de forma??o docente

The intention behind this research was to reveal through two interpretive, inter-related studies the perceived needs of differently-labelled youth, collectively addressed in this thesis as ‘the New Generations’, exploring potentially viable ways of working with them in education. The first study focused on youth labelled Indigos, and the second study focused on exploring a possible way of working with the New Generations according to experienced teachers. Both studies drew on lived experience and opinions of educators who have acquired extensive experience respectively with the Indigo phenomenon and with the psychosynthetic educational model. The first study’s results revealed not only Indigos’ self-actualising and self-transcending characteristics and needs, but also indicated that holistic approaches to education appeared to have been successful with them. A further analysis of characteristics observed by special education experts indicated that differently-labelled youth also appear to be motivated by self-actualising and self-transcending tendencies, which highlighted the relevance of investigating holistic models for potential integration in mainstream education. Psychosynthesis was chosen for investigation in the second study, in that besides addressing self-actualising/transcending needs, it also integrates them within the psyche. The study explored how recent psychosynthesis-based educational projects might inform, and contribute to, holistic and mainstream education. Some innovative potential contributions to both holistic and mainstream education were found. Recent research on current tendencies, educational futures and global trends affecting a changing world would appear to emphasise the relevance of the contributions offered by the psychosynthesis model, hence to suggest the potential appropriateness of their fuller integration in mainstream education. However, an examination of study results and of the relevant literature on practices seems to indicate a tendency to transmit knowledge from past to future generations, irrespective of possibly changed needs, in both mainstream and holistic education. It is suggested that this potentially biased way of educating youth might need to be addressed on both fronts.