MEDITAÇÃO NA ESCOLA: TENSÕES ENTRE COLONIALIDADE E APROPRIAÇÃO CULTURAL
Revista de Geopolítica June 15, 2026 Marina Fazzio Simão, Tânia Maria Rechia Schroeder
The expansion of meditation programs in schools has been supported by a growing body of scientific evidence, but this evidence remains concentrated in the Global North and disconnected from the sociocultural conditions of the contexts where it is applied. This article analyzes how the implementation of mindfulness in schools expresses and reproduces the coloniality of knowledge, identifying three mechanisms: the linguistic hegemony of the term 'mindfulness' and its resistance to localized translation; secularization as an epistemic stripping of original Buddhist and Hindu traditions; and the geographic and disciplinary concentration of scientific production and its universalizing application.