THE PERCEPTION OF FORMER STUDENTS REGARDING THE LEARNING PROCESSES DEVELOPED IN WALDORF PRIMARY SCHOOLS

Detalhes bibliográficos
Autor(a) principal: Santos, Eliane Souza Oliveira dos
Data de Publicação: 2021
Outros Autores: Gomes, Cleomar Ferreira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1157
Resumo: The singularity of the Waldorf Pedagogy (WP) education is still mythicized. Thus, in this research we aimed to identify the perception of former primary school students (FPSS) regarding the learning processes in the WP. This qualitative description study utilized a questionnaire applied in 2019 and 2020 to 28 former Waldorf students aged between 14 and 18 years old. These students, who are now in a non-Waldorf Education high school (HS), positively assess the education they had with the WP, especially the solid base carried out in different areas considered lifelong valuable. The FPSS presented, as their main reasons, the teaching and learning processes, the role of the teacher, the social relations and the compassionate and integrative education. Although they are favorable to the Waldorf Pedagogy, some former students consider this pedagogy more appropriate to primary school.
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spelling THE PERCEPTION OF FORMER STUDENTS REGARDING THE LEARNING PROCESSES DEVELOPED IN WALDORF PRIMARY SCHOOLSLA PERCEPCIÓN DE ANTIGUOS ALUMNOS SOBRE LOS PROCESOS DE FORMACIÓN DESARROLLADOS EN ESCUELAS PRIMARIAS DE PEDAGOGÍA WALDORFA PERCEPÇÃO DE EGRESSOS SOBRE OS PROCESSOS FORMATIVOS DESENVOLVIDOS NO ENSINO FUNDAMENTAL DE ESCOLAS WALDORFWaldorf Pedagogy;Primary School;Former Students.Pedagogía Waldorf;Escuela Primaria;Antiguos Alumnos.Pedagogia Waldorf;Ensino Fundamental;Egressos.The singularity of the Waldorf Pedagogy (WP) education is still mythicized. Thus, in this research we aimed to identify the perception of former primary school students (FPSS) regarding the learning processes in the WP. This qualitative description study utilized a questionnaire applied in 2019 and 2020 to 28 former Waldorf students aged between 14 and 18 years old. These students, who are now in a non-Waldorf Education high school (HS), positively assess the education they had with the WP, especially the solid base carried out in different areas considered lifelong valuable. The FPSS presented, as their main reasons, the teaching and learning processes, the role of the teacher, the social relations and the compassionate and integrative education. Although they are favorable to the Waldorf Pedagogy, some former students consider this pedagogy more appropriate to primary school.La singularidad de la formación de la Pedagogía Waldorf (PW) es todavía mitificada. De este modo, objetivamos con esta investigación identificar la percepción de antiguos alumnos de la escuela primaria (AAEP) sobre los procesos de formación desarrollados en la PW. Recorrimos a una investigación descriptiva cualitativa y utilizamos un cuestionario aplicado en 2019 y 2020 a 28 antiguos alumnos de esa misma pedagogía entre 14 y 18 años. Eses alumnos, que ahora estudian en una escuela secundaria no Waldorf, evalúan positivamente la formación que tuvieron en la PW, especialmente debido a la base sólida ofrecida en áreas que consideran valiosas a lo largo de sus vidas. Los AAEP presentaron como principales razones los procesos de enseñanza y aprendizaje, el rol del profesor, las relaciones sociales y la formación que humaniza e integra. A pesar de favorables a la metodología, algunos alumnos consideran esa pedagogía más apropiada a la escuela primaria.A singularidade da formação da Pedagogia Waldorf (PW) ainda é mitificada. Assim, objetivou-se com esta pesquisa identificar a percepção de Egressos do Ensino Fundamental (EEF) quanto aos processos formativos desenvolvidos na PW, recorrendo-se à pesquisa qualitativa-descritiva com o uso do questionário aplicado no período de 2019 e 2020 a 28 egressos cuja idade varia entre 14 e 18 anos. Oriundos da referida pedagogia, os egressos que, atualmente, cursam o Ensino Médio (EM) em escola não Waldorf avaliaram positivamente a formação que tiveram na PW, especialmente devido à base sólida proporcionada em diferentes áreas que consideram valiosas para o seu processo de desenvolvimento ao longo da vida. Os EEF apresentaram como principais motivos os processos de ensino e aprendizagem, o papel do professor, as relações sociais e a formação humanizante e integradora. Apesar de manifestarem favoráveis à PW, alguns egressos consideram essa pedagogia mais apropriada ao nível Fundamental.Revista Prática Docente2021-07-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHumanasapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/115710.23926/RPD.2021.v6.n2.e045.id1157Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): May to August 2021; e045Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Mayo a Agosto de 2021; e045Revista Prática Docente; v. 6 n. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e0452526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1157/508Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSantos, Eliane Souza Oliveira dosGomes, Cleomar Ferreira2022-06-03T13:02:33Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/1157Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2022-06-03T13:02:33Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv THE PERCEPTION OF FORMER STUDENTS REGARDING THE LEARNING PROCESSES DEVELOPED IN WALDORF PRIMARY SCHOOLS
LA PERCEPCIÓN DE ANTIGUOS ALUMNOS SOBRE LOS PROCESOS DE FORMACIÓN DESARROLLADOS EN ESCUELAS PRIMARIAS DE PEDAGOGÍA WALDORF
A PERCEPÇÃO DE EGRESSOS SOBRE OS PROCESSOS FORMATIVOS DESENVOLVIDOS NO ENSINO FUNDAMENTAL DE ESCOLAS WALDORF
title THE PERCEPTION OF FORMER STUDENTS REGARDING THE LEARNING PROCESSES DEVELOPED IN WALDORF PRIMARY SCHOOLS
spellingShingle THE PERCEPTION OF FORMER STUDENTS REGARDING THE LEARNING PROCESSES DEVELOPED IN WALDORF PRIMARY SCHOOLS
Santos, Eliane Souza Oliveira dos
Waldorf Pedagogy;
Primary School;
Former Students.
Pedagogía Waldorf;
Escuela Primaria;
Antiguos Alumnos.
Pedagogia Waldorf;
Ensino Fundamental;
Egressos.
title_short THE PERCEPTION OF FORMER STUDENTS REGARDING THE LEARNING PROCESSES DEVELOPED IN WALDORF PRIMARY SCHOOLS
title_full THE PERCEPTION OF FORMER STUDENTS REGARDING THE LEARNING PROCESSES DEVELOPED IN WALDORF PRIMARY SCHOOLS
title_fullStr THE PERCEPTION OF FORMER STUDENTS REGARDING THE LEARNING PROCESSES DEVELOPED IN WALDORF PRIMARY SCHOOLS
title_full_unstemmed THE PERCEPTION OF FORMER STUDENTS REGARDING THE LEARNING PROCESSES DEVELOPED IN WALDORF PRIMARY SCHOOLS
title_sort THE PERCEPTION OF FORMER STUDENTS REGARDING THE LEARNING PROCESSES DEVELOPED IN WALDORF PRIMARY SCHOOLS
author Santos, Eliane Souza Oliveira dos
author_facet Santos, Eliane Souza Oliveira dos
Gomes, Cleomar Ferreira
author_role author
author2 Gomes, Cleomar Ferreira
author2_role author
dc.contributor.author.fl_str_mv Santos, Eliane Souza Oliveira dos
Gomes, Cleomar Ferreira
dc.subject.por.fl_str_mv Waldorf Pedagogy;
Primary School;
Former Students.
Pedagogía Waldorf;
Escuela Primaria;
Antiguos Alumnos.
Pedagogia Waldorf;
Ensino Fundamental;
Egressos.
topic Waldorf Pedagogy;
Primary School;
Former Students.
Pedagogía Waldorf;
Escuela Primaria;
Antiguos Alumnos.
Pedagogia Waldorf;
Ensino Fundamental;
Egressos.
description The singularity of the Waldorf Pedagogy (WP) education is still mythicized. Thus, in this research we aimed to identify the perception of former primary school students (FPSS) regarding the learning processes in the WP. This qualitative description study utilized a questionnaire applied in 2019 and 2020 to 28 former Waldorf students aged between 14 and 18 years old. These students, who are now in a non-Waldorf Education high school (HS), positively assess the education they had with the WP, especially the solid base carried out in different areas considered lifelong valuable. The FPSS presented, as their main reasons, the teaching and learning processes, the role of the teacher, the social relations and the compassionate and integrative education. Although they are favorable to the Waldorf Pedagogy, some former students consider this pedagogy more appropriate to primary school.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Humanas
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1157
10.23926/RPD.2021.v6.n2.e045.id1157
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1157
identifier_str_mv 10.23926/RPD.2021.v6.n2.e045.id1157
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1157/508
dc.rights.driver.fl_str_mv Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): May to August 2021; e045
Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Mayo a Agosto de 2021; e045
Revista Prática Docente; v. 6 n. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e045
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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