Yoga “Om-line”: contribuições para a prática de uma educação universitária humanizada e libertadora

Abstract

In the midst of physical distancing due to the pandemic of the new coronavirus, the perception of the potential of Yoga for the emotional and the improvement of important aspects in the training of students grows. From this perspective, understand how online Yoga practices contribute to a humanized and liberating university education. Supported, paradigm of complexity (MORIN, 2015), dialogue with Yoga schemes (ALFA, 2012; ELIADE, 1996; FLAK; COULON, 2007; LÉVY, 1999; SILVA 2003; SANTOS, 2019; SANTAELLA, 2013; LEMOS, 2020), Teacher Training (JOSSO, 2004; MACEDO, 2020), Humanized and Liberating Education (FREIRE, 2020; KRENAK, 2019), among others. In methodological terms, I establish a bricolage between the principles from research-training in cyberculture (SANTOS, 2019), to multi-referentiality (ARDOINO, 1998; MACEDO,2020) and approaches to research with everyday life (CERTEAU, 2013, ALVES, 2008). I selected two groups that relate to each other in their processes. training: teachers from a public school in Rio de Janeiro, and students of the Elective subject Control and Management of Stress, from the Pedagogy course at the University of the State of Rio de Janeiro (UERJ), Maracanã campus, during the years 2020-2021. Con Yoga for meditation and planning that best and best con text, Yoga benefits for physical and/or psychological health of physical life, in quality, they a concern in which stress, depression and stress. In addition to improving your physical conditions, in general. In this sense, from a curricular perspective, education in this more human and liberating sense, directly, with a broad philosophy, with comprehensive training, contributes to both, which must be based on a dialogic, interactive and reflective relationship between subjects, mediated by the defending subjects of the world, in the search for meanings that feed the consciousness of being.