MEDITAÇÃO NO PROCESSO DE ENSINO E APRENDIZAGEM DA EDUCAÇÃO INFANTIL NO RETORNO ÀS AULAS PRESENCIAIS PÓS-PANDEMIA DA COVID-19

Abstract

The Meditative practice increases the level of consciousness, provides mental and physical health, generates well-being and a state of fullness, which are achieved with the improvement of the mind. Meditating is living an intimate experience with, it is projecting the mind, calming, bringing attention to the present. It's simple and accessible. This article report the meditation as a strategy in the teachinglearning process for children in Early Childhood Education when returning to face-to-face classes after the Covid-19. The pandemic of Social isolation brought great challenges for families, such as living together for long periods, absence of previous routines, rearrangement of the domestic environment and others, which potentiated existing problems, including agitation, tantrums, aggression, isolation, shyness, or regressions in some acquired acquisitions, such as infantilized speech, relaxation of sphincter control, difficulty in self-care and hygiene. To prepare this research, a literature review was carried out in the Scielo, Medline and Google academic databases. The theoretical contributions this is Sampaio (2012), Cruz (2015), Zonatto; Daré (2020), Rocha et al., (2015), Tabile and Jacometo (2017) and Fabrica (2019). In view of the research carried out, it was possible to verify that meditative experiences can transform reality in the classroom in Early Childhood Education after the Covid-19 pandemic, and not only to solve the problems caused by the pandemic, but also to become a daily habit, because the technique provides an intimate, welcoming and peaceful state, which significantly influences the learning process.