ESPIRITUALIDADE NA ESCOLA
UMA VISÃO DA LITERATURA INTERNACIONAL
Resumo
A espiritualidade na educação é um tema que desperta crescente interesse e debate. Enquanto o sistema educacional tradicional muitas vezes se concentra predominantemente no desenvolvimento intelectual e acadêmico dos alunos, a inclusão da dimensão espiritual visa abordar o aspecto mais profundo e significativo da existência humana, ou seja, um desenvolvimento integral do estudante. Esta pesquisa teve como objetivo conduzir uma revisão integrativa da literatura para acessar estudos realizados no âmbito escolar e que versaram sobre a temática da espiritualidade, com gestores, funcionários da escola, professores, estudantes e famílias. Para isso foram acessadas as bases de dados Education Resources Information Center (ERIC), Periódicos Capes e Scielo, utilizando a metodologia PRISMA para revisão de literatura. Os descritores utilizados foram: Spirituality e Education em todas as bases, no período de 2018 a 2023, nos idiomas: inglês, português e espanhol. A partir da busca nas bases, foram encontrados 305 artigos, sendo 13 utilizados para análise qualitativa. Há estudos sobre a temática em todos os continentes do planeta, e visualiza-se a os diferentes métodos utilizados para a coleta dos dados juntos aos participantes. Pesquisadores do campo educacional tem mostrado a importância do desenvolvimento integral que inclua a faceta da espiritualidade no contexto escolar, para proporcionar benefícios, não somente aos estudantes, bem como à sociedade como um todo. A revisão traz diversos instrumentos utilizados para avaliação da espiritualidade de estudantes, professores e gestores escolares, bem como ações de intervenção para se trabalhar espiritualidade no ambiente educacional.
Referências
Aslam, M. & Chaudhary, A. H. (2021). Evaluating the Psychometric Properties of Workplace Spirituality Scale in Pakistani Context School Teachers. Journal of Education and Educational Development, 8(2), 418. https://doi.org/10.22555/joeed.v8i2.413
Aslam, M., Mazhar, S., Sarwar, M. & Chaudhary, A. H. (2022). Effects of teachers’ demographic factors towards workplace spirituality at secondary school level. South African Journal of Education, 42(1). https://doi.org/10.15700/SAJE.V42N1A2025
Beláňová, A., Kostelecká, Y., Machovcová, K. & McCabe, M. (2020). ‘Twofold otherness’: on religion, spirituality, and home schooling in the Czech Republic. Journal of Beliefs and Values, 41(4), 406–418. https://doi.org/10.1080/13617672.2020.1762384
Bradfield, G. (2011). The Development and Validation of the Growing Disciples Inventory (GDI) as a Curriculum-aligned Self-assessment for Christian Education. http://digitalcommons.andrews.edu/distance-pubs
Brooks, M. C. & Ezzani, M. D. (2022). Islamic school leadership: advancing a framework for critical spirituality. International Journal of Qualitative Studies in Education, 35(3), 319–336. https://doi.org/10.1080/09518398.2021.1930265
Caton, M. T. & Watters, P. (2023). Spirituality’s effect on academic resilience among race and ethnicity groups. Journal of religious education, 71(2), 139–154. https://doi.org/10.1007/s40839-023-00200-5
Chanifah, N., Hanafi, Y., Mahfud, C. & Samsudin, A. (2021). Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities. Higher education pedagogies, 6(1), 195–211. https://doi.org/10.1080/23752696.2021.1960879
Chester, K. L., Klemera, E., Magnusson, J., Spencer, N. H. & Brooks, F. M. (2019). The role of school-based health education in adolescent spiritual moral, social and cultural development. Health Education Journal, 78(5), 582–594. https://doi.org/10.1177/0017896919832341
Dagach, P. I. (2021). Is Catholic education a promoter of the meaning of life? A look at the school context in Chile. International Studies in Catholic Education, 13(1), 35–61. https://doi.org/10.1080/19422539.2021.1907966
García-Vázquez, F. I., Durón-Ramos, M. F., Pérez-Rios, R. & Pérez-Ibarra, R. E. (2022). Relationships between Spirituality, Happiness, and Prosocial Bystander Behavior in Bullying-The Mediating Role of Altruism. European journal of investigation in health, psychology and education, 12(12), 1833–1841. https://doi.org/10.3390/ejihpe12120128
Graham, A. & Truscott, J. (2020). Exploring mystery: can Christian meditation at school nurture students’ relationships with God? Journal of Beliefs and Values, 41(1), 58–71. https://doi.org/10.1080/13617672.2019.1611070
Guimarães, R. R. de O. (2020). Adaptação cultural e evidências de validade da escala Growing Disciples Inventory (GDI) versão infantil para uso na língua portuguesa do Brasil [Dissertação de Mestrado]. UNASP.
Keating, N. (2017). Children’s spirituality and the practice of meditation in Irish primary schools. International Journal of Children’s Spirituality, 22(1), 49–71. https://doi.org/10.1080/1364436X.2016.1264928
McWhirter, A. C. & McIntyre, L. L. (2021). Associations between Religion/Spirituality, Family Characteristics, and Mental Health among Parents with Children with Developmental Delay. Journal of Mental Health Research in Intellectual Disabilities, 14(3), 301–317. https://doi.org/10.1080/19315864.2021.1909680
Mishra, A. & Muddgal, A. (2022). Nurturing Spirituality: In Conjunction with Integral Education. Journal of Indian Council of Philosophical Research, 39(2), 185–195. https://doi.org/10.1007/s40961-022-00285-7
Moher, D., Liberati, A., Tetzlaff, J. & Altman, D. G. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. & Group, P. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. Annals of Internal Medicine, 151(4), 264–269. www.annals.org
Morton, K. R., Lee, J. W. & Martin, L. R. (2017). Pathways from religion to health: Mediation by psychosocial and lifestyle mechanisms. Psychology of Religion and Spirituality, 9(1), 106–117. https://doi.org/10.1037/rel0000091
Nababan, D. (2023). Fostering Student Spirituality through Eschatological Understanding in the Frame of Christian Education. Pharos Journal of Theology, 104(5). https://doi.org/10.46222/pharosjot.104.52
Özkan, U. B. (2021). Religiosity/spirituality, affective moral reasoning, and generative altruism: a study on students in Muslim societies. Psycho-Educational Research Reviews |, 10(2), 163–175. https://www.journals.lapub.co.uk/index.php/PERR
Pereira, B. C., Zanon, C. & Dellazzana-Zanon, L. L. (2021). Influência dos Contextos Escolar e Familiar nos Projetos de Vida de Adolescentes. Psicologia: Ciência e Profissão, 41. https://doi.org/10.1590/1982-3703003227915
Plater, M. (2017). Re-souling spirituality: redefining the spiritual dimension in schools. International Journal of Children’s Spirituality, 22(1), 14–23. https://doi.org/10.1080/1364436X.2016.1268097
Robinson, C. (2023). But First, Spirituality: Spirituality and Religious Education in Western Australian Catholic Early Learning Contexts. Religions (Basel, Switzerland ), 14(2), 269. https://doi.org/10.3390/rel14020269
Rusitoru, M. V. & Kallioniemi, A. (2019). Religious education and spiritual development as a cultural component of the lifelong learning policy in Romania. The example of orthodox Christianity. Journal of Beliefs and Values, 40(1), 31–44. https://doi.org/10.1080/13617672.2018.1519688
Stylianou, A. & Zembylas, M. (2019). Head teachers’ spirituality and inclusive education: a perspective from critical realism. Em International Journal of Inclusive Education (Vol. 23, Número 4, p. 419–435). Routledge. https://doi.org/10.1080/13603116.2018.1441336
Sum, N. (2022). School leaders’ perceptions of religion and spirituality in Bangladesh: leadership in English Medium Schools. International Journal of Qualitative Studies in Education, 35(3), 301–318. https://doi.org/10.1080/09518398.2021.1930264
Viana, H. B., do Ouro Lopes Silva, G. & de Leon Ramírez, G. P. (2023). Adaptação Cultural do Growing Disciples Inventory (GDI) para a Língua Portuguesa do Brasil. Revista EntreLínguas (Online), 9.
Viana, H. B. & Guimarães, R. R. de O. (2022). Evidências de validade do Growing Disciples Inventory (GDI) versão infantil para uso na língua portuguesa do Brasil. Revista Ibero-Americana de Estudos em Educação, 0182–0196. https://doi.org/10.21723/riaee.v17i1.14847
Viana, H. B., Vilela Jr., Guanis. Barros. & Passos, R. P. (2020). Soren Kierkegaard e a epistemologia da esperança. Em G. de B. Vilela Jr. (Org.), Reflexões epistemológicas na área da saúde. (1st ed, Vol. 1, p. 34–46). CPAQV.
Wartenweiler, T. (2022). Teachers’ experiences of spirituality in Swiss secular high schools–an interpretative phenomenological analysis. Journal of Beliefs and Values, 43(4), 414–429. https://doi.org/10.1080/13617672.2021.1985901
Zinnbauer, B. J., Pargament, K. I., Cole, B., Rye, M. S., Butter, E. M., Belavich, T. G., Hipp, K. M., Scott, A. B. & Kadar, J. L. (1997). Religion and Spirituality: Unfuzzying the Fuzzy. Journal for the Scientific Study of Religion, 36(4), 549–564.
Aslam, M., Mazhar, S., Sarwar, M. & Chaudhary, A. H. (2022). Effects of teachers’ demographic factors towards workplace spirituality at secondary school level. South African Journal of Education, 42(1). https://doi.org/10.15700/SAJE.V42N1A2025
Beláňová, A., Kostelecká, Y., Machovcová, K. & McCabe, M. (2020). ‘Twofold otherness’: on religion, spirituality, and home schooling in the Czech Republic. Journal of Beliefs and Values, 41(4), 406–418. https://doi.org/10.1080/13617672.2020.1762384
Bradfield, G. (2011). The Development and Validation of the Growing Disciples Inventory (GDI) as a Curriculum-aligned Self-assessment for Christian Education. http://digitalcommons.andrews.edu/distance-pubs
Brooks, M. C. & Ezzani, M. D. (2022). Islamic school leadership: advancing a framework for critical spirituality. International Journal of Qualitative Studies in Education, 35(3), 319–336. https://doi.org/10.1080/09518398.2021.1930265
Caton, M. T. & Watters, P. (2023). Spirituality’s effect on academic resilience among race and ethnicity groups. Journal of religious education, 71(2), 139–154. https://doi.org/10.1007/s40839-023-00200-5
Chanifah, N., Hanafi, Y., Mahfud, C. & Samsudin, A. (2021). Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities. Higher education pedagogies, 6(1), 195–211. https://doi.org/10.1080/23752696.2021.1960879
Chester, K. L., Klemera, E., Magnusson, J., Spencer, N. H. & Brooks, F. M. (2019). The role of school-based health education in adolescent spiritual moral, social and cultural development. Health Education Journal, 78(5), 582–594. https://doi.org/10.1177/0017896919832341
Dagach, P. I. (2021). Is Catholic education a promoter of the meaning of life? A look at the school context in Chile. International Studies in Catholic Education, 13(1), 35–61. https://doi.org/10.1080/19422539.2021.1907966
García-Vázquez, F. I., Durón-Ramos, M. F., Pérez-Rios, R. & Pérez-Ibarra, R. E. (2022). Relationships between Spirituality, Happiness, and Prosocial Bystander Behavior in Bullying-The Mediating Role of Altruism. European journal of investigation in health, psychology and education, 12(12), 1833–1841. https://doi.org/10.3390/ejihpe12120128
Graham, A. & Truscott, J. (2020). Exploring mystery: can Christian meditation at school nurture students’ relationships with God? Journal of Beliefs and Values, 41(1), 58–71. https://doi.org/10.1080/13617672.2019.1611070
Guimarães, R. R. de O. (2020). Adaptação cultural e evidências de validade da escala Growing Disciples Inventory (GDI) versão infantil para uso na língua portuguesa do Brasil [Dissertação de Mestrado]. UNASP.
Keating, N. (2017). Children’s spirituality and the practice of meditation in Irish primary schools. International Journal of Children’s Spirituality, 22(1), 49–71. https://doi.org/10.1080/1364436X.2016.1264928
McWhirter, A. C. & McIntyre, L. L. (2021). Associations between Religion/Spirituality, Family Characteristics, and Mental Health among Parents with Children with Developmental Delay. Journal of Mental Health Research in Intellectual Disabilities, 14(3), 301–317. https://doi.org/10.1080/19315864.2021.1909680
Mishra, A. & Muddgal, A. (2022). Nurturing Spirituality: In Conjunction with Integral Education. Journal of Indian Council of Philosophical Research, 39(2), 185–195. https://doi.org/10.1007/s40961-022-00285-7
Moher, D., Liberati, A., Tetzlaff, J. & Altman, D. G. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. & Group, P. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. Annals of Internal Medicine, 151(4), 264–269. www.annals.org
Morton, K. R., Lee, J. W. & Martin, L. R. (2017). Pathways from religion to health: Mediation by psychosocial and lifestyle mechanisms. Psychology of Religion and Spirituality, 9(1), 106–117. https://doi.org/10.1037/rel0000091
Nababan, D. (2023). Fostering Student Spirituality through Eschatological Understanding in the Frame of Christian Education. Pharos Journal of Theology, 104(5). https://doi.org/10.46222/pharosjot.104.52
Özkan, U. B. (2021). Religiosity/spirituality, affective moral reasoning, and generative altruism: a study on students in Muslim societies. Psycho-Educational Research Reviews |, 10(2), 163–175. https://www.journals.lapub.co.uk/index.php/PERR
Pereira, B. C., Zanon, C. & Dellazzana-Zanon, L. L. (2021). Influência dos Contextos Escolar e Familiar nos Projetos de Vida de Adolescentes. Psicologia: Ciência e Profissão, 41. https://doi.org/10.1590/1982-3703003227915
Plater, M. (2017). Re-souling spirituality: redefining the spiritual dimension in schools. International Journal of Children’s Spirituality, 22(1), 14–23. https://doi.org/10.1080/1364436X.2016.1268097
Robinson, C. (2023). But First, Spirituality: Spirituality and Religious Education in Western Australian Catholic Early Learning Contexts. Religions (Basel, Switzerland ), 14(2), 269. https://doi.org/10.3390/rel14020269
Rusitoru, M. V. & Kallioniemi, A. (2019). Religious education and spiritual development as a cultural component of the lifelong learning policy in Romania. The example of orthodox Christianity. Journal of Beliefs and Values, 40(1), 31–44. https://doi.org/10.1080/13617672.2018.1519688
Stylianou, A. & Zembylas, M. (2019). Head teachers’ spirituality and inclusive education: a perspective from critical realism. Em International Journal of Inclusive Education (Vol. 23, Número 4, p. 419–435). Routledge. https://doi.org/10.1080/13603116.2018.1441336
Sum, N. (2022). School leaders’ perceptions of religion and spirituality in Bangladesh: leadership in English Medium Schools. International Journal of Qualitative Studies in Education, 35(3), 301–318. https://doi.org/10.1080/09518398.2021.1930264
Viana, H. B., do Ouro Lopes Silva, G. & de Leon Ramírez, G. P. (2023). Adaptação Cultural do Growing Disciples Inventory (GDI) para a Língua Portuguesa do Brasil. Revista EntreLínguas (Online), 9.
Viana, H. B. & Guimarães, R. R. de O. (2022). Evidências de validade do Growing Disciples Inventory (GDI) versão infantil para uso na língua portuguesa do Brasil. Revista Ibero-Americana de Estudos em Educação, 0182–0196. https://doi.org/10.21723/riaee.v17i1.14847
Viana, H. B., Vilela Jr., Guanis. Barros. & Passos, R. P. (2020). Soren Kierkegaard e a epistemologia da esperança. Em G. de B. Vilela Jr. (Org.), Reflexões epistemológicas na área da saúde. (1st ed, Vol. 1, p. 34–46). CPAQV.
Wartenweiler, T. (2022). Teachers’ experiences of spirituality in Swiss secular high schools–an interpretative phenomenological analysis. Journal of Beliefs and Values, 43(4), 414–429. https://doi.org/10.1080/13617672.2021.1985901
Zinnbauer, B. J., Pargament, K. I., Cole, B., Rye, M. S., Butter, E. M., Belavich, T. G., Hipp, K. M., Scott, A. B. & Kadar, J. L. (1997). Religion and Spirituality: Unfuzzying the Fuzzy. Journal for the Scientific Study of Religion, 36(4), 549–564.
Publicado
2024-01-31
Edição
Secção
Artigos
Direitos de Autor (c) 2024 Heber Ceribelli, Roberta Rodrigues de Oliveira Guimarães
Este trabalho está licenciado com uma Licença Creative Commons - Atribuição 4.0 Internacional.
