Mindfulness as a lever of empathy in child development in a school context
Article Sidebar
Main Article Content
Abstract
The insula constitutes a brain structure surrounded by the frontal, temporal and parietal lobes, with functions linked to somatosensory and visceral processing, empathy and self-recognition. It is related to the ability to perceive the pain of the other and the awareness of feelings. Its activation seems to be related to emotional and cognitive empathy. Empathy is sometimes confused with sympathy and compassion. Awareness, through mindfulness, allows us to observe the transience of thoughts and feelings, while at the same time activating the neuro-structures, namelytheinsula, linked to the development ofempathy. In this way, the practice of mindfulness appears as a tool that allows the activation of the insula, responsible for emotional (affective) and cognitive (rational) empathy. The introduction of mindfulness in a school environment is essential to cultivate awareness and the manifestation ofemotions,as wellasthe development ofemotional literacy. A narrative review was chosen as methodology, although following the Population, Concept, Context (PCC) model of the Joanna de Briggs Institute (JBI), in the search for articles, using the Scielo, PubMed, Web of Science, Medline and B-on databases. The following inclusion criteria were defined: full scientific journal articles; published in Portuguese, English and Spanish; and published in the period from 2009 to 2022. From the articles found, 14 articles from scientific journals were selected. The studies showed that the practice of mindfulness is an important tool in school settings, essential to cultivate self-awareness, emotional awareness and emotional literacy, making children more capable in learning and human relationships.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Assis, DCM de, Moreira, LV de C., & Fornasier, RC. (2021). Teoria Bioecológica de Bronfenbrenner: a influência dos processos proximais no desenvolvimento social da criança. Pesquisa, Sociedade e Desenvolvimento , 10 (10), e582101019263. https://doi.org/10.33448/rsd-v10i10.19263.
Bisquerra, R. (2003); Educacion Emocional y competências básicas para la vida, vol1, nº1, pp 7-43
Bolaños, M. & Acosta, A. 2013). Mindfulness: Uma proposta de aplicação em reabilitação neuropsicológica. Avances en Psicología Latinoamericana , 31 (1), 140-155. Recuperado em 02 de junho de 2022, de http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1794-47242013000100012&lng=en&tlng=.
Caixeta, A.; Rabelo, F.; Figueiredo, Q., Fernandes, A., Almeida, G.; Oliveira, C. (2021) Reil’s Hidden Island: córtex insular e seu papel nas respostas emocionais, vícios e tomada de decisão. Pesquisa, Sociedade e Desenvolvimento , v. 10, n. 9, pág. e32110918226, 2021. DOI: 10.33448/rsd-v10i9.18226.
Damásio, A. (2010). O livro da Consciência. A construção do Cérebro Consciente. Temas e Debates. Círculo de Leitores.
Deng, X., Zhang, J.,Hu, L.Zeng. H. (2019), Neurophysiological Evidences of the Training Effets of Mindfulness Indition on Emocional Processing.International Journal of Psychophysiology, n.143. 36-43.
Diniz, E., Koller, S. (2010) Affection as an ecologic development process. Educar em Revista. DOI: 10.1590/S0104-40602010000100006.
Gaspar, A. (2014). Neurobiologia e Psicologia da empatia, pontos de partida para a investigação e intervênção da promoção da empatia.
Gilbert, P., & Tirch, D. (2009) Memória Emocional, Mindfulness e Compaixão.
Lazzari, M. (2021). Mindfulness, terapias cognitivas, e neurociencias Mindfulness, cognitive therapies and neuroscience. In Formação de Professores em revista (V2, n.1).
Moya-Albiol, Luis, Sebastián, Neus, Santacreu, María (2010). Bases neuronales de la empatía. Revista de Neurología.Do:10.33588/rn.5002.2009111.
Sharp, PB, Sutton, BP, Paul, EJ et al. (2018). O treinamento da atenção plena induz mudanças estruturais no conectoma nas redes da ínsula. Representante Científico 8, 7929. https://doi.org/10.1038/s41598-018-26268-w.
Siegel, D.J. & Bryson, T.P. (2018). O cérebro da Criança: 12 estratégias revolucionárias para treinar o cérebro em desenvolvimento do seu filho.Silva, F. (2021). A. Autocompaixão: uma Ferramenta de promoção de bem estar e de diminuição do stress. Revista de extensão e iniciação científica da unisociesc,(8)2.
Silva, F. (2021). A. Autocompaixão: uma Ferramenta de promoção de bem-estar e de diminuição do stress. Revista de extensão e iniciação científica da unisociesc,(8)2.
Souza, L. F. D. C., Almeida, R. da S., Silva, D. S. da, Crispim, M. S. da S., Tavares, M. G., & Peixoto, S. P. L. (2019). As Neurociencias e seus interfaces com a educação: a neurobiología das emoções e sua importancia no proceso de ensino-aprendizagem. Caderno De Graduação - Ciências Humanas E Sociais - UNIT - ALAGOAS, 5(2), 29. Recuperado de https://periodicos.set.edu.br/fitshumanas/article/view/6145.
Victoria L. Ives-Deliperi, Mark Solms & Ernesta M. Meintjes (2011) Os substratos neurais da atenção plena: Uma investigação fMRI, Neurociência Social, 6:3, 231-242, DOI: 10.1080/17470919.2010.513495
Yu, X., Cohen, Z., Tsuchiyagaito, A., Cochran, G., Aupperle, R., Stewart, J., Singh, M., et al. (2022). Treinamento de Mindfulness Aumentado com Neurofeedback Provoca Respostas Distintas nas Sub-regiões do Córtex Insular em Adolescentes Saudáveis. Brain Sciences , 12 (3), 363. MDPI AG. Recuperado de http://dx.doi.org/10.3390/brainsci12030363