Questões

TEXT III

Important reasons for teaching kindness in schools

Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving

resulting in the happiness of another person. Terms like this are increasing in popularity around the

world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.

It seems we just can't get enough of those addictive feel good emotions and with good reason.

5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,

and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,

well-rounded individuals.

Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive

psychology with special attention to the educational arena. She believes that kindness changes the brain

10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and

talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that

students feel and empathy is a strength that they share.

A great number of benefits have been reported to support the theory of teaching kindness in schools:

1. Happy Children

15 Science explains that the good feelings we experience when being kind are produced by endorphins

that activate areas of the brain that are associated with pleasure, social connection and trust, and it's

proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver

and recipient.

2. Increased Peer Acceptance

20 Research on the subject has determined that kindness increases our ability to form meaningful

connections with others. Studies show that kind, happy children enjoy greater peer acceptance

because they are well-liked and that better than average mental health is reported in classrooms that

practice more inclusive behaviour due to an even distribution of popularity.

3. Improved Health and Less Stress

25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a

number of physical and mental health benefits as it can significantly increase a person's level of

happiness and reduce stress. More recently though, it's been found it plays a significant role in the

cardiovascular system, helping protect the heart by lowering blood pressure and reducing free

radicals and inflammation, which incidentally speed up the aging process.

30 4. Greater Sense of Belonging and Improved Self Esteem

Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins

that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of

kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful

feeling of optimism and self worth.

35 5. Increased Feelings of Gratitude

When children are part of projects that help others less fortunate than themselves, it provides them

with a real sense of perspective and helps them appreciate the good things in their own lives.

6. Better Concentration and Improved Results

As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and

40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows

them greater attentions spans and enables more creative thinking to produce better results at school.

7. Less Bullying

Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike

previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent

45 bullying and youth violence can be confronted through in-school programs that integrate kindness the

antithesis of victimization.

Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and

often with little impact. Teaching kindness and compassion in schools, not only fosters the positive

behaviour that creates warm and inclusive school environments, but helps children feel that they

50 belong. It's documented that the effects of bullying can be significantly reduced by integrating

kindness based programs in schools.

8. Reduced Depression

Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an

act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in

55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of

kindness, as well as anyone who witnesses that kindness, making it a wonderful natural

antidepressant.

Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,

grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.

60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is

unlikely to take place.

We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be

smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and

other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing

65 and soul cleansing.

Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,

neighborhood, and society.

It's become quite clear that modern education must encompass more than just academics, that in order

for children to develop into happy, confident, well-rounded individuals, matters of the heart must be

70 taken seriously and nurtured as a matter of priority.

Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.

TEXTO I

O jovem como lata de lixo da indústria do consumo

“Vistos cada vez mais como outro encargo social, os jovens não estão mais incluídos no discurso sobre a promessa de um futuro melhor. Em lugar disso, agora são considerados parte de uma população dispensável, cuja presença ameaça evocar memórias coletivas reprimidas da responsabilidade dos adultos.” Assim escreve Henry A. Giroux num ensaio de 3 de fevereiro de 2011 sob o título “A juventude na era da dispensabilidade.”

De fato, os jovens não são plena e inequivocamente dispensáveis. O que os salva da dispensabilidade total embora por pouco e lhes garante certo grau de atenção dos adultos é sua real e, mais ainda, potencial contribuição à demanda de consumo: a existência de sucessivos escalões de jovens significa o eterno suprimento de “terras virgens”, inexploradas e prontas para o cultivo, sem o qual a simples reprodução da economia capitalista, para não mencionar o crescimento econômico, seria quase inconcebível. Pensa-se sobre a juventude e logo se presta atenção a ela como “um novo mercado” a ser “comodificado” e explorado. Por meio da força educacional de uma cultura que comercializa todos os aspectos da vida das crianças, usando a internet e várias redes sociais, e novas tecnologias de mídia, como telefones celulares, as instituições empresariais buscam imergir o jovem num mundo de consumo em massa, de maneiras mais amplas e diretas que qualquer coisa que possamos ter visto no passado. Um estudo recente, orientado pela Kaiser Family Foundation, descobriu que “jovens dos oito aos dezoito anos gastam agora mais de sete horas e meia por dia com smartphones, computadores, televisores e outros instrumentos eletrônicos, em comparação com as mesmas seis horas e meia de cinco anos atrás. Quando se acrescenta o tempo adicional que os jovens passam postando textos, falando em seus celulares ou realizando múltiplas tarefas, tais como ver TV enquanto atualizam o Facebook, o número sobe para um total de onze horas de conteúdo de mídia por dia.” Pode-se prosseguir acrescentando um volume crescente de evidências de que “o problema dos jovens” está sendo considerado clara e explicitamente uma questão de “adestrá-los para o consumo”, e de que todos os outros assuntos relacionados à juventude são deixados numa prateleira lateral ou eliminados da agenda política, social e cultural.

De um lado, as sérias limitações impostas pelo governo ao financiamento de instituições de ensino superior, acopladas a um aumento também selvagem das anuidades cobradas pelas universidades, são testemunhas da perda de interesse na juventude como futura elite política e cultural da nação. Por outro lado, o Facebook, por exemplo, assim como outros “sites sociais”, está abrindo novíssimas paisagens para agências que tendem a se concentrar nos jovens e tratá-los como “terras virgens” à espera de conquista e exploração pelo avanço das tropas consumistas.

BAUMAN, Zygmunt. Sobre educação e juventude. Tradução Carlos

Alberto Medeiros. Rio de Janeiro: Zahar, 2013. (Adaptado)