IDENTIDADE INSTITUCIONAL E ESPIRITUALIDADE

DESVENDANDO OS ATORES DO PROCESSO EDUCACIONAL

Abstract

Identity and spirituality have become increasingly relevant topics in educational research, raising interest in how these dimensions influence teaching quality and holistic human development. This study aimed to investigate the relationship between institutional identity and spirituality within the educational context, emphasizing the role of those involved in the teaching-learning process in faith-based institutions. Through an integrative review, studies published between 2017 and 2025 were analyzed, retrieved from the CAPES, SciELO, and ERIC databases, using the PRISMA protocol to ensure methodological rigor in the stages of identification, screening, eligibility, and inclusion. A total of 173 articles were identified, of which 14 met the inclusion criteria after full-text analysis. The selected studies—quantitative, qualitative, and theoretical in nature—addressed themes such as spirituality in the school environment, teachers’ religiosity, spiritual leadership, spiritually grounded environmental literacy, and the influence of spirituality on teacher and student formation. Notable works include Alves (2021), who explores the development of spirituality among high school students, and Husamah et al. (2023), who investigate spiritual environmental literacy among prospective biology teachers. The results indicate that spirituality, understood as a dimension of holistic education, influences organizational culture, teacher motivation, professional performance, and institutional ethos. It is concluded that the strengthening of institutional identity is closely linked to a conscious and critical presence of spirituality, fostering educational practices that are more sensitive, meaningful, and coherent with the values of faith-based institutions.