Estética do silêncio: uma interseção entre meditação, escola e colonialidade

Abstract

This thesis investigates the introduction of mindfulness in schools and its possible relationship with coloniality, guided by the question: "How may the introduction of mindfulness in the school environment be associated with the perpetuation of colonial practices and structures?" The general objective is to analyze the relationship between the practice of mindfulness in schools and the notion of coloniality. The specific objectives include contextualizing meditation from its religious and philosophical origins, mapping its evolution and transformations, and examining mindfulness by exploring its definitions, characteristics, scientific basis, and applicability in different contexts, with an emphasis on the simplification and commercialization of the original practice. The research also investigated intersections between coloniality and mindfulness, addressing possible structural relationships and critically analyzing the literature on mindfulness in schools, especially involving children up to 12 years old. The methods used include literature review, systematic review, and content analysis. The research assumptions considered that mindfulness, when decontextualized and appropriated by the market, can perpetuate colonial structures by adopting Western methods without respecting the cultural origins of meditative traditions. Additionally, its implementation in schools may deepen inequalities by marginalizing cultural and socio economic groups. The individualized approach of mindfulness, which shifts the focus away from broader structural issues, was also questioned. The systematic review revealed benefits such as improved emotional regulation and academic performance but also highlighted methodological limitations, such as a lack of robust control, small samples, and the absence of socio-economic and cultural variables. A predominance of studies conducted in the Global North was observed, with almost no mention of adverse effects. The critical analysis, based on decolonial and Foucauldian frameworks, showed that mindfulness may work as a technology of governmentality, adjusting behaviors to institutional norms. However, possibilities for re-signifying the practice were also identified through critical intercultural approaches and decolonial pedagogies that value local knowledge and promote more inclusive educational practices.