A dimensão espiritual como parte da formação integral e horizonte para um currículo humanista de educação básica

Abstract

This dissertation investigates the spiritual dimension as a constitutive component of integral formation and as a horizon for the configuration of a humanistic curriculum in basic education. The study is justified in light of the contemporary crisis in education, marked by a loss of meaning, curricular fragmentation, and the hegemony of technicist and performative rationalities, which tend to marginalize fundamental dimensions of human experience. It advances the hypothesis that the integration of the spiritual dimension—understood from an anthropological and non-confessional perspective— can decisively contribute to the construction of a more humanizing curriculum, capable of articulating knowledge, meaning, ethics, and social responsibility. Methodologically, the research is qualitative in nature, with a bibliographic and analytical approach, grounded in classical and contemporary humanism, curriculum theory, integral education, and dialogue with contributions from neuroscience and contemporary philosophy. The theoretical trajectory culminates in the proposal of a “pedagogy of depth,” which stands in contrast to the superficiality of performance-driven culture, and in a critical analysis of the MAFII – Map of Learning for Integral Ignatian Formation – as a concrete curricular mediation for integrating cognitive, spiritual, and socioemotional dimensions. As a result, the study demonstrates that the spiritual dimension, when understood as an anthropological faculty oriented toward the search for meaning, interiority, and openness to transcendence, can be legitimately integrated into the basic education curriculum, overcoming confessional boundaries and contributing to the realization of an integral formation consistent with the ethical, social, and civilizational challenges of the twenty-first century