Resumen

ROSA, Arminda Almeida da  y  NOGARO, Arnaldo. The Life Project in basic education: sensitive education and humanities in perspective to the work of Lise Bourbeau. Rev. Diálogo Educ. [online]. 2025, vol.25, n.84, pp.208-226.  Epub 19-Mayo-2025. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.25.084.ds12.

The search for practices that go beyond the mere transmission of technical knowledge, focusing on exploring utopia and proposing sensitive pedagogies that consider not only intellect but also emotions, values, and life experiences, should be a priority in schools. The development of the Life Project emerges as a fundamental tool to integrate these dimensions, promoting a more human and sensitive education. This type of education, capable of contributing to the formation of an elevated consciousness, has been the focus of many researchers. This article aims to discuss sensitive pedagogical practice and its contribution to a more human formation, balancing reason and emotion in Basic Education at a public school in the northwest of Rio Grande do Sul. The social, environmental, and technological challenges of the 21st century demand a reformulation of educational models and reinforce the need for an education that values the whole being. Based on Merleau-Ponty's (2018) phenomenological approach and engaging with authors on human development, this study reflects on the practice developed through the theoretical perspectives of sensitive education and reflective practice. Bardin's (2011) content analysis guides the research. The results indicate that the development of sensitive practices, such as the Life Project, can transform the school into a space for genuine human formation, despite the challenges that educators and institutions face in implementing this transformative perspective.

Palabras clave : Life Project; Sensitive Education; Human Formation; Pedagogical Practice; Basic Education..

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