Projeto de vida no ensino médio: diálogos entre a dimensão socioafetiva e a pedagogia inaciana

Abstract

This dissertation analyzes how the socio-affective dimension engages in dialogue with Ignatian pedagogy within the life project curriculum of a confessional high school. The objective is to understand how the socio-affective dimension—essential to the student's holistic formation—is addressed in institutional documents and how it is reflected in the life project proposal. This qualitative, document-based research focused on the analysis of four key documents from the Jesuit Education Network: the Common Educational Project (PEC), the Political-Pedagogical Project (PPP), the Integral Formation Learning Map (MAFI), and The Society of Jesus: Jesuit Schools, a Living Tradition in the 21st Century. The analysis revealed that these documents contain elements consistent with the concept of the socio-affective dimension. However, it also identified the need to deepen the conceptual foundations of these elements, aiming for a stronger articulation among them and a more effective integration of the socio-affective dimension into the life project. This includes implementing the guidelines expressed in the documents regarding care, individualized student guidance, the encouragement of self-knowledge, personal growth, and reflection on the meaning and purpose of personal choices. At the conclusion of the research, an intervention is proposed in the form of a pedagogical pathway that integrates the socio-affective dimension with the other dimensions of holistic formation. This proposal is grounded in legal guidelines and in the principles of Ignatian pedagogy, especially the Spiritual Exercises and the MAFI, with the aim of inspiring the development of the life project not only in the studied institution but also in other schools within the Jesuit Education Network.