O yoga e a educação holística como caminhos de cuidado docente: uma abordagem integradora frente ao adoecimento no contexto escolar

Abstract

This study investigates the impacts of teacher illness, especially those intensified after the COVID-19 pandemic, and proposes paths of resistance and reinvention through integrative practices within the school environment. It aims to understand how holistic education, in articulation with yoga, can function as a tool for well-being, self-care, and refuge for teachers, offering alternatives to the growing number of diseases related to exhaustion and lack of professional recognition. Based on a qualitative and transdisciplinary approach, the research conceives teacher health as a multifactorial phenomenon, influenced by issues of gender, subjectivity, and productivity-oriented educational models. Inspired by the ideas of Paulo Freire, bell hooks, Suely Rolnik, Rafael Yus, António Nóvoa, among others, it emphasizes the urgency of a teacher training that integrates body, mind, emotions, and spirituality. Yoga, as both philosophy and bodily practice, emerges as a concrete strategy of self-care and inner listening, promoting self-awareness, presence, and emotional strengthening. The study concludes that practices such as yoga should not be treated as complementary, but as structuring dimensions of a truly transformative education, encouraging the creation of projects that combine continuing education and comprehensive teacher care.