Jardim Mandala: um espaço alternativo em diálogo com a ciência, a arte, os saberes tradicionais e a espiritualidade

• Ano de defesa: 2022
• Autor(a) principal: Welington Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Educação; Espiritualidade; Arte; Saberes Tradicionais; Espaços alternativos de aprendizagem; Arte - Métodos de ensino; Tradição oral - Aspectos educacionais; Abordagem interdisciplinar do conhecimento na educação; Métodos de ensino; Aprendizagem; Sala de aula - Espaço abertos; Ambiente escolar; Manejo de classe; Espiritualidade - Aspectos educacionais
• Link de acesso: http://hdl.handle.net/1843/44796

This dissertation aims to research about the Mandala Garden at the field of integral education its possibilities as a space: alternative learning, artistic, tradicional knowledge, and spirituality. From the human dimensions proposed by Ferdinand Röhr (2013), we seek to build a dialogue between learning and the ways of teaching and learning practiced by traditional communities of Afro-Brazilian origin. In this process, we focus on the issues about the well-being on the building and experiencing the ambiences and times. The methodological assumption is supported by participant observation, case study, and memory production. The analisys of the patch and the aspects which involve the construction of the Mandala Garden bring the systematization of the an alternative learnig space to the human formation.This research contributes to the current need to create more humanized ways of learning, considering the general balance of body and mind, the rescue and maintenance of well-being, spirituality as a human possibility and the inclusion of popular knowledge within a formative environment.The study presents as a product an alternative learning space, when we compare to the conventional school spaces, and that has provoking and potentiating many different experiences of teaching and learning.