Avaliação na Escola Waldorf: análise das práticas e contribuições
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/25967 |
Resumo: | The general goal of this research was to analyze the evaluation practices in Waldorf schools based on the research of authors, researchers, and theoreticians in the field of evaluation, in parallel with the consultation of subjects who were working in Waldorf Elementary School. What motivated us to carry out such studies was the lack of specific literature that could guide and, most importantly, mitigate debates around this especially important aspect of the teaching and learning process of Waldorf pedagogy. During this research, we related the concepts and theoretical approaches of specific lines of assessment to what is practiced in Waldorf schools, and we could see that Waldorf assessment practice includes some aspects and characteristics of formative assessment. However, the interviewed subjects were not aware of the theoretical foundations they were working with in their practice, that is, they did it very much through their pedagogical experience and subjectivity. The methodology was developed through reflective interviews that fostered comprehensive and spontaneous testimonies from the Waldorf teachers in question. Their contributions were in line with the hypotheses raised by this research and, together with the theoretical framework studied, gave us the conditions to build concrete notes and to reach final considerations that point to contributions of Waldorf evaluative practices to the theoretical foundations of formative assessment, that is, there are characteristics of formative assessment in the evaluative practices of Waldorf schools and many pedagogical elements and actions specific to this educational chain could enrich the theoretical foundations of formative assessment. Thus, this research produced scientific knowledge of great value for the awareness about the concepts involved in Waldorf evaluative practices, but also pointed out possible contributions of Waldorf pedagogy to the theoretical field of evaluation |
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Aguiar, Wanda Maria Junqueira dehttp://lattes.cnpq.br/1565105678352914http://lattes.cnpq.br/5872775020247530Munhoz Junior, Irceu2022-04-27T17:49:13Z2022-04-27T17:49:13Z2022-03-17Munhoz Junior, Irceu. Avaliação na Escola Waldorf: análise das práticas e contribuições. 2022. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.https://repositorio.pucsp.br/jspui/handle/handle/25967The general goal of this research was to analyze the evaluation practices in Waldorf schools based on the research of authors, researchers, and theoreticians in the field of evaluation, in parallel with the consultation of subjects who were working in Waldorf Elementary School. What motivated us to carry out such studies was the lack of specific literature that could guide and, most importantly, mitigate debates around this especially important aspect of the teaching and learning process of Waldorf pedagogy. During this research, we related the concepts and theoretical approaches of specific lines of assessment to what is practiced in Waldorf schools, and we could see that Waldorf assessment practice includes some aspects and characteristics of formative assessment. However, the interviewed subjects were not aware of the theoretical foundations they were working with in their practice, that is, they did it very much through their pedagogical experience and subjectivity. The methodology was developed through reflective interviews that fostered comprehensive and spontaneous testimonies from the Waldorf teachers in question. Their contributions were in line with the hypotheses raised by this research and, together with the theoretical framework studied, gave us the conditions to build concrete notes and to reach final considerations that point to contributions of Waldorf evaluative practices to the theoretical foundations of formative assessment, that is, there are characteristics of formative assessment in the evaluative practices of Waldorf schools and many pedagogical elements and actions specific to this educational chain could enrich the theoretical foundations of formative assessment. Thus, this research produced scientific knowledge of great value for the awareness about the concepts involved in Waldorf evaluative practices, but also pointed out possible contributions of Waldorf pedagogy to the theoretical field of evaluationEsta pesquisa adotou como objetivo geral analisar as práticas avaliativas nas escolas Waldorf a partir da investigação de obras de autores, pesquisadores e teóricos do campo da avaliação em paralelo à ausculta de sujeitos que estivessem atuando no Ensino Fundamental Waldorf. O que nos motivou para tais estudos foi perceber a carência de literatura específica que suprisse as necessidades formativas e também que pudesse orientar e, principalmente, mitigar debates em torno desse aspecto tão importante do processo de ensino e aprendizagem da pedagogia Waldorf. Durante o desenrolar da presente pesquisa, fomos relacionando os conceitos e abordagens teóricas de linhas específicas da avaliação com aquilo que se pratica nas escolas Waldorf e pudemos constatar que a prática avaliativa Waldorf contempla alguns aspectos e características da avaliação formativa. Entretanto, os sujeitos entrevistados não tinham consciência dos fundamentos teóricos que estavam trabalhando na prática, ou seja, o faziam muito através da experiência e subjetividade pedagógica. A metodologia se desenvolveu através de entrevistas reflexivas que fomentaram depoimentos abrangentes e espontâneos dos professores Waldorf em questão. Suas contribuições foram ao encontro das hipóteses levantadas por essa pesquisa e, juntamente com o arcabouço teórico estudado, deram condições para que pudéssemos edificar apontamentos concretos e chegássemos à considerações finais que apontassem caminhos de contribuições das práticas avaliativas Waldorf aos fundamentos teóricos da avaliação formativa, ou seja, existem características da avaliação formativa nas práticas avaliativas das escolas Waldorf e muitos elementos e ações pedagógicas específicas dessa corrente educacional poderiam enriquecer as bases teóricas da avaliação formativa. Desta maneira, essa pesquisa produziu conhecimento científico que poderia contribuir para a tomada de consciência acerca dos conceitos envolvidos nas práticas avaliativas Waldorf e apontou que a pedagogia Waldorf poderia subsidiar contribuições para o campo teórico da avaliaçãoporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOPedagogia WaldorfEscola WaldorfAvaliaçãoAvaliação formativaWaldorf pedagogyWaldorf schoolEvaluation and formative assessmentAvaliação na Escola Waldorf: análise das práticas e contribuiçõesEvaluation at the Waldorf School: analysis of practices and contributionsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALIrceu Munhoz Junior.pdfapplication/pdf5512910https://repositorio.pucsp.br/xmlui/bitstream/handle/25967/1/Irceu%20Munhoz%20Junior.pdf28fe4d12ec0f220979ffdd6ae20cf089MD51TEXTIrceu Munhoz Junior.pdf.txtIrceu Munhoz Junior.pdf.txtExtracted texttext/plain254239https://repositorio.pucsp.br/xmlui/bitstream/handle/25967/2/Irceu%20Munhoz%20Junior.pdf.txt799a83e10dfd9b2de9a166bb0a7a11c5MD52THUMBNAILIrceu Munhoz Junior.pdf.jpgIrceu Munhoz Junior.pdf.jpgGenerated Thumbnailimage/jpeg1154https://repositorio.pucsp.br/xmlui/bitstream/handle/25967/3/Irceu%20Munhoz%20Junior.pdf.jpg40af2a7498e8f037acb351f30108ec8fMD53handle/259672022-04-28 10:32:36.708oai:repositorio.pucsp.br:handle/25967Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T13:32:36Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
Avaliação na Escola Waldorf: análise das práticas e contribuições |
dc.title.alternative.en_US.fl_str_mv |
Evaluation at the Waldorf School: analysis of practices and contributions |
title |
Avaliação na Escola Waldorf: análise das práticas e contribuições |
spellingShingle |
Avaliação na Escola Waldorf: análise das práticas e contribuições Munhoz Junior, Irceu CNPQ::CIENCIAS HUMANAS::EDUCACAO Pedagogia Waldorf Escola Waldorf Avaliação Avaliação formativa Waldorf pedagogy Waldorf school Evaluation and formative assessment |
title_short |
Avaliação na Escola Waldorf: análise das práticas e contribuições |
title_full |
Avaliação na Escola Waldorf: análise das práticas e contribuições |
title_fullStr |
Avaliação na Escola Waldorf: análise das práticas e contribuições |
title_full_unstemmed |
Avaliação na Escola Waldorf: análise das práticas e contribuições |
title_sort |
Avaliação na Escola Waldorf: análise das práticas e contribuições |
author |
Munhoz Junior, Irceu |
author_facet |
Munhoz Junior, Irceu |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Aguiar, Wanda Maria Junqueira de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1565105678352914 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5872775020247530 |
dc.contributor.author.fl_str_mv |
Munhoz Junior, Irceu |
contributor_str_mv |
Aguiar, Wanda Maria Junqueira de |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO Pedagogia Waldorf Escola Waldorf Avaliação Avaliação formativa Waldorf pedagogy Waldorf school Evaluation and formative assessment |
dc.subject.por.fl_str_mv |
Pedagogia Waldorf Escola Waldorf Avaliação Avaliação formativa |
dc.subject.eng.fl_str_mv |
Waldorf pedagogy Waldorf school Evaluation and formative assessment |
description |
The general goal of this research was to analyze the evaluation practices in Waldorf schools based on the research of authors, researchers, and theoreticians in the field of evaluation, in parallel with the consultation of subjects who were working in Waldorf Elementary School. What motivated us to carry out such studies was the lack of specific literature that could guide and, most importantly, mitigate debates around this especially important aspect of the teaching and learning process of Waldorf pedagogy. During this research, we related the concepts and theoretical approaches of specific lines of assessment to what is practiced in Waldorf schools, and we could see that Waldorf assessment practice includes some aspects and characteristics of formative assessment. However, the interviewed subjects were not aware of the theoretical foundations they were working with in their practice, that is, they did it very much through their pedagogical experience and subjectivity. The methodology was developed through reflective interviews that fostered comprehensive and spontaneous testimonies from the Waldorf teachers in question. Their contributions were in line with the hypotheses raised by this research and, together with the theoretical framework studied, gave us the conditions to build concrete notes and to reach final considerations that point to contributions of Waldorf evaluative practices to the theoretical foundations of formative assessment, that is, there are characteristics of formative assessment in the evaluative practices of Waldorf schools and many pedagogical elements and actions specific to this educational chain could enrich the theoretical foundations of formative assessment. Thus, this research produced scientific knowledge of great value for the awareness about the concepts involved in Waldorf evaluative practices, but also pointed out possible contributions of Waldorf pedagogy to the theoretical field of evaluation |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-04-27T17:49:13Z |
dc.date.available.fl_str_mv |
2022-04-27T17:49:13Z |
dc.date.issued.fl_str_mv |
2022-03-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Munhoz Junior, Irceu. Avaliação na Escola Waldorf: análise das práticas e contribuições. 2022. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/25967 |
identifier_str_mv |
Munhoz Junior, Irceu. Avaliação na Escola Waldorf: análise das práticas e contribuições. 2022. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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Brasil |
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Pontifícia Universidade Católica de São Paulo |
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