Curative Learning-Based Education (EBAC-S)

Educación Basada en Aprendizaje Curativo (EBAC-S)

Abstract

Curative Learning-Based Education (EBAC-S) emerges as a pedagogical proposal that transcends traditional approaches. In this sense, André (2017): focuses on balanced emotional states that generate learning through serenity. Indeed, Sánchez and Álava (2021): maintain that health promotion in education must be present throughout the educational process, addressing issues such as anxiety and information overload. Along these lines, Bona (2021); emphasizes that teaching in this process involves accompanying students through listening, sharing, and growing, while Francisco (2016); describes the school as a space of potentially healing elements. The approach is based on paradigms such as Tawka Yachay (healing), Asikay (emotional learning), Nanay and Kawsay (trauma and resilience), and Ayu (spirituality). Remarkably, Mèlich (2019): points out that we are the result of relationships with others and ourselves. This methodology integrates techniques such as mindfulness, art therapy, and Andean ancestral rituals, evaluating not only academic performance but also emotional well-being and personal development of the student.