Education for well-being: leisure as a paradigm for transforming schooling

Abstract

Leisure, free time and the well-being are social facts that influence other phenomena, such as education, and to understand them from the perspective of social agents it is necessary to draw from experiences. This study analyzes school leisure as a social representation of the students of the Juan Bautista Migani educational institution in Florencia, Caquetá, to transform education for well-being from this perspective, with the contribution of educational subjectivities necessary to construct and consolidate the paradigm of leisure in school, whose development is still in its infancy. This study is based on the interpretive paradigm, supported in symbolic interactionism and with a qualitative approach. The selection and participation was intentional and focused on high school students, teachers, principals, and parents, through instruments that favor social and dialogical interaction. The first stage consists of a desk analysis that demonstrates a welfareist approach to welfare and the absence of leisure as a potential of well-being factor in schools, in accordance with regulations. An incipient and purely operational treatment is also recognized among the research intentions. In the second part, the differences between the educational actors are developed according to the subjectivities that revolve around leisure and it is affirmed that it is a concept that is diluted in practice and that it has been excluded from school management, in which families do not participate. Well-being is an issue that is much more distributed across generational boundaries and the management of the community life of the school. From this new perspective, leisure and well-being are conceived as an intra-, inter- and multi-population paradigm within the experience of perceived well-being.