MEDITATIOMEDITATION AS A PEDAGOGICAL RESOURCE TO QUALIFY THE TEACHING AND LEARNING PROCESS FOR TEACHERS OF EARLY CHILDHOOD EDUCATION, ELEMENTARY AND HIGH SCHOOLN AS A PEDAGOGICAL RESOURCE TO QUALIFY THE TEACHING AND LEARNING PROCESS FOR TEACHERS OF EARLY CHILDHOOD EDUCATION, ELEMENTARY AND HIGH SCHOOL

Abstract

This article aimed to analyze meditation as a pedagogical resource capable of qualifying the teaching-learning process for teachers working in Early Childhood Education, Elementary and High School. The study was developed through qualitative bibliographic research, based on authors who discuss the relationship between education, mental health, and contemplative practices. The methodology involved the selection and critical analysis of works that address the benefits of meditation in the educational context, highlighting cognitive, socio-emotional, and pedagogical dimensions. The results showed that meditative practice promotes emotional balance, concentration, and self-regulation of teachers and students, directly reflecting on the quality of classroom relationships and the school climate. In addition, meditation demonstrated potential to reduce teacher stress, prevent burnout, and strengthen empathy, which are essential elements for building healthy bonds. However, challenges were identified regarding initial resistance and the need for adequate teacher training for the application of this practice. It is concluded that meditation can be incorporated in a planned and critical way into the school curriculum, becoming an innovative and inclusive pedagogical strategy that promotes well-being and meaningful learning.