THE EDUCATION AND SCHOOL CONCEPTION OF WILLIAM KILPATRICK AND RUDOLF STEINER AND THEIR CONTRIBUTIONS TO THE CONTEMPORARY EDUCATION
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Data de Publicação: | 2021 |
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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/960 |
Resumo: | The processes of school education in Brazil and in the world have been questioned in regards to its effective contribution to the life of children and youth, as well as to the adults they will become. Therefore, the present essay has as aim to reflect about the theoretical assumptions of William Kilpatrick, in the work “Education to a civilization in change” (1978), and of Rudolf Steiner, in the works “The pedagogical practice” (2000) and “Fundaments of the Art of Teaching” (2015), in relation to the organization of the teaching, to the teacher’s role and to the evaluation of the learning, having as central element an education to learn to develop free and democratic thought. We assumed that such theoretical conceptions could contribute to the improvement of education and to the contemporary formation from lively and meaningful experiences to children and youth. It is still suggested that the pedagogical tract and its attitude towards what is knowledge is transformed so that society also gets transformed, however, to do so, the work in the classroom must be alive, creating conditions to the construction of free thinking from ideologies and massification. |
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THE EDUCATION AND SCHOOL CONCEPTION OF WILLIAM KILPATRICK AND RUDOLF STEINER AND THEIR CONTRIBUTIONS TO THE CONTEMPORARY EDUCATIONLA CONCEPCIÓN DE EDUCACIÓN Y ESCUELA DE WILLIAM KILPATRICK Y RUDOLF STEINER Y SUS CONTRIBUCIONES PARA LA EDUCACIÓN CONTEMPORÁNEAA CONCEPÇÃO DE EDUCAÇÃO E ESCOLA DE WILLIAM KILPATRICK E RUDOLF STEINER E SUAS CONTRIBUIÇÕES PARA A EDUCAÇÃO CONTEMPORÂNEAProject-based PedagogyWaldorf PedagogyFree ThoughtPedagogía de ProyectosPedagogía WaldorfPensamiento LibrePedagogia de ProjetosPedagogia WaldorfPensamento LivreThe processes of school education in Brazil and in the world have been questioned in regards to its effective contribution to the life of children and youth, as well as to the adults they will become. Therefore, the present essay has as aim to reflect about the theoretical assumptions of William Kilpatrick, in the work “Education to a civilization in change” (1978), and of Rudolf Steiner, in the works “The pedagogical practice” (2000) and “Fundaments of the Art of Teaching” (2015), in relation to the organization of the teaching, to the teacher’s role and to the evaluation of the learning, having as central element an education to learn to develop free and democratic thought. We assumed that such theoretical conceptions could contribute to the improvement of education and to the contemporary formation from lively and meaningful experiences to children and youth. It is still suggested that the pedagogical tract and its attitude towards what is knowledge is transformed so that society also gets transformed, however, to do so, the work in the classroom must be alive, creating conditions to the construction of free thinking from ideologies and massification.Los procesos de educación escolar en Brasil y en el mundo han sido cuestionados cuanto su efectiva contribución para la vida de niños y jóvenes, así como para los adultos que serán. Por esto el presente ensayo tiene como objetivo reflejar sobre los presupuestos teóricos de William Kilpatrick, en la obra “Educación para una civilización en camino” (1978), y de Rudolf Steiner, en las obras “La practica pedagógica” (2000) y “Fundamentos del Arte de Educar” (2015), cuanto la organización de la enseñanza, el papel del profesor y la evaluación de la enseñanza, teniendo como elemento central la educación para aprender a desenrollar pensamiento libre y democrático. Suponemos que tales concepciones teóricas pueden contribuir para la mejoría de la educación y para la formación contemporánea a partir de experiencias vivas y significativas para niños y jóvenes. También se sugiere que el tracto pedagógico y su postura ante do que es conocimiento sea transformado para que la sociedad también se transforme, pero, para hacer esto, el trabajo de clase necesita ser vivo, creando condiciones para la construcción de un pensamiento libre de ideologías y de masificación.Os processos de educação escolar no Brasil e no mundo têm sido questionados quanto à sua efetiva contribuição para a vida de crianças e jovens, bem como para os adultos que se tornarão. Dessa forma, o presente ensaio tem como objetivo refletir sobre os pressupostos teóricos de William Kilpatrick, na obra “Educação para uma civilização em mudança” (1978), e de Rudolf Steiner, nas obras “A prática pedagógica” (2000) e “Fundamentos da Arte de Educar” (2015), quanto à organização do ensino, ao papel do professor e à avaliação da aprendizagem, tendo como elemento central uma educação para aprender a desenvolver um pensamento livre e democrático. Pressupomos que tais concepções teóricas podem contribuir para a melhoria da educação e para a formação contemporânea a partir de experiências vivas e significativas para crianças e jovens. Sugere-se ainda que o trato pedagógico e a sua postura diante do que vem a ser o conhecimento seja transformado para que a sociedade também se transforme, todavia, para isso, o trabalho em sala de aula precisa ser vivo, criando condições para a construção do pensamento livre de ideologias e de massificação.Revista Prática Docente2021-03-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionLinguagensLinguagensLinguagensapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/96010.23926/RPD.2021.v6.n1.e008.id960Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 1 (2021): January to April 2021; e008Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 1 (2021): Enero a Abril de 2021; e008Revista Prática Docente; v. 6 n. 1 (2021): Janeiro a Abril de 2021(Fluxo contínuo); e0082526-2149reponame: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/960/451Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessPaula, Helena Maria Rodrigues deMoreira, Evando Carlos2022-06-03T13:02:15Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/960Revistahttp://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:2022-06-03T13:02:15Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
THE EDUCATION AND SCHOOL CONCEPTION OF WILLIAM KILPATRICK AND RUDOLF STEINER AND THEIR CONTRIBUTIONS TO THE CONTEMPORARY EDUCATION LA CONCEPCIÓN DE EDUCACIÓN Y ESCUELA DE WILLIAM KILPATRICK Y RUDOLF STEINER Y SUS CONTRIBUCIONES PARA LA EDUCACIÓN CONTEMPORÁNEA A CONCEPÇÃO DE EDUCAÇÃO E ESCOLA DE WILLIAM KILPATRICK E RUDOLF STEINER E SUAS CONTRIBUIÇÕES PARA A EDUCAÇÃO CONTEMPORÂNEA |
title |
THE EDUCATION AND SCHOOL CONCEPTION OF WILLIAM KILPATRICK AND RUDOLF STEINER AND THEIR CONTRIBUTIONS TO THE CONTEMPORARY EDUCATION |
spellingShingle |
THE EDUCATION AND SCHOOL CONCEPTION OF WILLIAM KILPATRICK AND RUDOLF STEINER AND THEIR CONTRIBUTIONS TO THE CONTEMPORARY EDUCATION Paula, Helena Maria Rodrigues de Project-based Pedagogy Waldorf Pedagogy Free Thought Pedagogía de Proyectos Pedagogía Waldorf Pensamiento Libre Pedagogia de Projetos Pedagogia Waldorf Pensamento Livre |
title_short |
THE EDUCATION AND SCHOOL CONCEPTION OF WILLIAM KILPATRICK AND RUDOLF STEINER AND THEIR CONTRIBUTIONS TO THE CONTEMPORARY EDUCATION |
title_full |
THE EDUCATION AND SCHOOL CONCEPTION OF WILLIAM KILPATRICK AND RUDOLF STEINER AND THEIR CONTRIBUTIONS TO THE CONTEMPORARY EDUCATION |
title_fullStr |
THE EDUCATION AND SCHOOL CONCEPTION OF WILLIAM KILPATRICK AND RUDOLF STEINER AND THEIR CONTRIBUTIONS TO THE CONTEMPORARY EDUCATION |
title_full_unstemmed |
THE EDUCATION AND SCHOOL CONCEPTION OF WILLIAM KILPATRICK AND RUDOLF STEINER AND THEIR CONTRIBUTIONS TO THE CONTEMPORARY EDUCATION |
title_sort |
THE EDUCATION AND SCHOOL CONCEPTION OF WILLIAM KILPATRICK AND RUDOLF STEINER AND THEIR CONTRIBUTIONS TO THE CONTEMPORARY EDUCATION |
author |
Paula, Helena Maria Rodrigues de |
author_facet |
Paula, Helena Maria Rodrigues de Moreira, Evando Carlos |
author_role |
author |
author2 |
Moreira, Evando Carlos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Paula, Helena Maria Rodrigues de Moreira, Evando Carlos |
dc.subject.por.fl_str_mv |
Project-based Pedagogy Waldorf Pedagogy Free Thought Pedagogía de Proyectos Pedagogía Waldorf Pensamiento Libre Pedagogia de Projetos Pedagogia Waldorf Pensamento Livre |
topic |
Project-based Pedagogy Waldorf Pedagogy Free Thought Pedagogía de Proyectos Pedagogía Waldorf Pensamiento Libre Pedagogia de Projetos Pedagogia Waldorf Pensamento Livre |
description |
The processes of school education in Brazil and in the world have been questioned in regards to its effective contribution to the life of children and youth, as well as to the adults they will become. Therefore, the present essay has as aim to reflect about the theoretical assumptions of William Kilpatrick, in the work “Education to a civilization in change” (1978), and of Rudolf Steiner, in the works “The pedagogical practice” (2000) and “Fundaments of the Art of Teaching” (2015), in relation to the organization of the teaching, to the teacher’s role and to the evaluation of the learning, having as central element an education to learn to develop free and democratic thought. We assumed that such theoretical conceptions could contribute to the improvement of education and to the contemporary formation from lively and meaningful experiences to children and youth. It is still suggested that the pedagogical tract and its attitude towards what is knowledge is transformed so that society also gets transformed, however, to do so, the work in the classroom must be alive, creating conditions to the construction of free thinking from ideologies and massification. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-03-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Linguagens Linguagens Linguagens |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/960 10.23926/RPD.2021.v6.n1.e008.id960 |
url |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/960 |
identifier_str_mv |
10.23926/RPD.2021.v6.n1.e008.id960 |
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/960/451 |
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. 1 (2021): January to April 2021; e008 Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 1 (2021): Enero a Abril de 2021; e008 Revista Prática Docente; v. 6 n. 1 (2021): Janeiro a Abril de 2021(Fluxo contínuo); e008 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
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Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
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IFMT |
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IFMT |
reponame_str |
Revista Prática Docente |
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Revista Prática Docente |
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Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
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revistapraticadocente@cfs.ifmt.edu.br|| |
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