YOGA AT SCHOOL: POSSIBILITIES AND CHALLENGES

Abstract

The aim of the research is to analyze the development and factors that impact the teaching of yoga in early childhood education and in the early years of elementary education, according to teachers participating in a continuing education program in yoga and education. Qualitative research was developed during a continuing education program in yoga, with 23 teachers of basic education in the Bauru-SP Municipal Teaching System. The data were collected through a questionnaire, in which the teachers indicated the frequency of development of yoga with their classes and the challenges to initiate or continue the didactic-pedagogical work with yoga at school. The results indicated that most participants develop yoga with their classes weekly. And for the continuity of the teaching of yoga in early childhood education and in the initial years of elementary education have been reported: the need for theoretical-practical deepening; the didactic-pedagogical domain; lack of structure and physical materials for class development; the need for school staff involvement; conducting planning or pre-preparing classes; development of continuous work with the class and, finally, the presence of yoga as a programmatic content in school curricula. It is concluded that the training provided the teachers with a knowledge of yoga, allowing their re-signification to the school context, as well as the recognition of the constant need for studies, research and practices on yoga for its continuity, amplification and recognition as content in the school.