CULTIVATING LOVING-KINDNESS AND FRATERNITY IN THE EDUCATIONAL GARDEN: GUIDELINES FOR PUBLIC POLICIES

Abstract

This study investigates the impact of teaching practices based on the values of loving-kindness and fraternity to promote an inclusive and peaceful school environment, using the metaphor of the educational garden. The teacher is seen as a gardener who cultivates a fertile soil (ecosystem thinking), where the main plants are loving-kindness and fraternity. The research used a qualitative approach based on the content analysis of questionnaires applied online to 729 students from more than 40 courses at the Catholic University of Brasília, ensuring diversity and accessibility in data collection. For data analysis, the content analysis technique was used (BARDIN, 2011), which enables the systematic categorization of responses and the identification of emerging patterns. The data was organized into four main categories: (1) Dialogue and Active Listening, (2) Empathy and Acceptance, (3) Respect and Inclusion, and (4) Encouragement of Critical Thinking. The results indicated that humanizing and inclusive pedagogical practices are widely valued by students and positively impact their school experiences. The study proposes innovative guidelines for public policies, differing from previous research by establishing a structured model for the implementation of these values in educational practice. The study contributes in an unprecedented way by demonstrating how the inclusion of humanizing values in the formulation of public policies can transform the school environment, promoting more effective teaching and learning practices.

DOI: https://doi.org/10.56238/sevened2025.001-044