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Previous issue date: 2015-10-23 / This research aimed to investigate the Buddhist contribution to personal and professional lives of teachers, considering the self-construction of the Integral Human Being (Catanante, 2000). It had the following objectives: revisit the being a teacher and his teaching DO; identify aspects that Buddhism adds into personal and professional lives of teachers in their constitutive dimensions: social, emotional, spiritual and rational; analyze the possibilities of self-construction of human being, through the Buddhist teachings; interpret the benefits of Buddhist teachings over time for self-construction of the human being from the perspective of education for wholeness. The research is qualitative, a comprehensive-interpretative perspective (TURATO, 2003) and based on the understanding that changing the external occurs with self-knowledge and inner transformation (N?VOA, 2009; PALMER, 2013). The research was conducted with two groups of subjects: the first, made up of four educators who have incorporated in their day to day, for more than five years, the teachings of Tibetan Buddhism, the Nyingma lineage; the second with six teachers, who are not practitioners of this philosophy. It was performed as data search strategies: weekly meetings to study and practice the Buddhist teachings (CHAGDUD, 2013); semi-structured interviews; and two instruments, called Wheel of Life - Being Integral and Form Being Integral, both created by this researcher, in order to support the subjects to careful reflection to the human being in its entirety. The weekly meetings were analyzed by Qualitative Analysis Basic (CRESWELL, 2010) and through steps presented by Severino (2000); semi-structured interviews were analyzed using the Text Analysis Discourse (MORAES & Galiazzi, 2011); and the instruments, the Analysis Descriptive Statistics (Appolinario, 2006). The investigation revealed that the contribution of Buddhism depends on the practice of the subjects, applying the teachings in daily life and the practice remains evident that Buddhism contributes to the self-construction of the human being from the perspective of education for wholeness, significantly. There was confirmation of how the Buddha are effective methods. The subjects who practiced Buddhism for two months experienced, in short, change in their perceptions, actions and consequently the results. With an observer stance of own thoughts, feelings and words, made them more responsible, loving actions and reaped therefore a more meaningful, peaceful and happy life. Buddhist teachers who have demonstrated a completely different life that they had before knowing Buddhism, more positive, compassionate, less suffering, after several years of practice. The results leave open spaces for further research, not only to expand knowledge, but in order to provide personal transformations and improvements in education and society, the self-construction of a whole human being from the perspective of education for wholeness. / A presente investiga??o objetivou pesquisar a contribui??o do budismo na vida pessoal e profissional de professores, considerando a autoconstru??o do Ser Humano Integral (CATANANTE, 2000). Teve como objetivos espec?ficos: revisitar o SER professor e seu FAZER docente; identificar os aspectos que o budismo agrega na vida pessoal e profissional dos professores, nas suas dimens?es constitutivas: social, emocional, espiritual e racional; analisar as possibilidades de autoconstru??o do ser humano, por meio dos ensinamentos budistas; interpretar os benef?cios dos ensinamentos budistas ao longo do tempo para autoconstru??o do ser humano na perspectiva de uma educa??o para a inteireza. A investiga??o ? qualitativa, numa perspectiva compreensivo-interpretativa (TURATO, 2003) e baseada no entendimento de que a mudan?a do externo ocorre com o autoconhecimento e a transforma??o interna (N?VOA, 2009; PALMER, 2013). A pesquisa foi desenvolvida com dois grupos de sujeitos: o primeiro, constitu?do por quatro educadores que j? incorporaram no seu dia a dia, h? mais de cinco anos, os ensinamentos do budismo tibetano, da linhagem Nyingma; o segundo, com seis professores, n?o praticantes dessa filosofia. Foram realizadas como estrat?gias de busca de dados: encontros semanais para estudo e pr?tica dos ensinamentos budistas (CHAGDUD, 2013); entrevistas semiestruturadas; e dois instrumentos, denominados Roda da Vida ? Ser Integral e Formul?rio Ser Integral, ambos criados pela presente pesquisadora, com vistas a subsidiar aos sujeitos a reflex?o atenta ao ser humano em sua integralidade. Os encontros semanais foram analisados pela An?lise Qualitativa B?sica (CRESWELL, 2010) e por meio de etapas apresentadas por Severino (2000); as entrevistas semiestruturadas foram analisadas utilizando a An?lise Textual Discursiva (MORAES & GALIAZZI, 2011); e os instrumentos, a An?lise Estat?stica Descritiva (APPOLIN?RIO, 2006). A investiga??o revelou que a contribui??o do budismo depende da pr?tica dos sujeitos, da aplica??o dos ensinamentos no cotidiano e com a pr?tica restou evidenciado que o budismo contribui para a autoconstru??o do ser humano na perspectiva de uma educa??o para a inteireza, de forma expressiva. Houve a confirma??o do quanto s?o eficazes os m?todos de Buda. Os sujeitos que praticaram o budismo durante dois meses experimentaram, em s?ntese, mudan?a nas suas percep??es, a??es e, consequentemente, nos resultados obtidos. Com uma postura de observador dos pr?prios pensamentos, sentimentos e falas, tornaram suas a??es mais respons?veis e amorosas e colheram, portanto, uma vida mais significativa, tranquila e feliz. Os professores budistas demonstraram que possuem uma vida muito diferente da que tinham antes de conhecerem o budismo, mais positiva, compassiva, com menos sofrimentos, ap?s v?rios anos de pr?tica. Os resultados deixaram em aberto espa?os para novas pesquisas, n?o s? para ampliar o conhecimento, mas com o intuito de proporcionar transforma??es pessoais e melhorias na educa??o e na sociedade, pela autoconstru??o de um ser humano integral na perspectiva de uma educa??o para a inteireza.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6442 |
| Date | 23 October 2015 |
| Creators | Canever, Vanessa |
| Contributors | Portal, Leda Lisia Franciosi |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Faculdade de Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, -3459865808041894734, -240345818910352367 |
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