Diálogos entre o currículo da pedagogia Waldorf e a formação integral

Detalhes bibliográficos
Autor(a) principal: Carvalho, Laura Diniz Rocha Campolin de
Data de Publicação: 2022
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFMT
Texto Completo: http://ri.ufmt.br/handle/1/4387
Resumo: This research arose from the desire to deepen and share ideas that seek an education that aims not only at the cognitive/intellectual formation of the student, but that contemplates in its curriculum, in addition to this formation, the affective, emotional, social formation, among others, that is, their comprehensive training. In this way, we consider relevant to reflect on curricula that aim to build a teaching that seeks to meet the needs of each student, providing conditions for an integral procedural development, aiming to form a human being prepared to face the challenges of life. The object of this study was Pedagogy, as it contemplates in its curriculum knowing the human being in its physical, mental (psycho-emotional) and spiritual (individuality) aspects, that is, as a being in its entirety. As a general objective, we seek to understand the elements present in the curriculum based on the assumptions of Waldorf Pedagogy that provide the integral development of the human being, contemplating it in its social, physical, psychic-emotional aspects, considering individuality and committed to the integral formation of the students. An attempt was made to identify the curriculum provided to students from the 5th to the 8th grade inserted in Waldorf Pedagogy; to characterize the integral formation in the perspective of the Waldorf curriculum and to analyze, from interviews with 9th grade students, graduates, and teachers of a school in Cuiabá, which works from the Waldorf assumptions, how the Human Formation process based on this curriculum takes place. The option was for a qualitative approach research, with semistructured interviews, using Stephen Ball's Policy Cycle approach for data analysis. From the analysis of the interviews, it was possible to consider that Waldorf Pedagogy can offer significant contributions to the integral formation of young people, as it is effective in the formation of free, committed, and prepared human beings to face the challenges of life.
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spelling Diálogos entre o currículo da pedagogia Waldorf e a formação integralCurrículoPedagogia WaldorfFormação integralCNPQ::CIENCIAS HUMANAS::EDUCACAOCurriculumWaldorf pedagogyIntegral trainingThis research arose from the desire to deepen and share ideas that seek an education that aims not only at the cognitive/intellectual formation of the student, but that contemplates in its curriculum, in addition to this formation, the affective, emotional, social formation, among others, that is, their comprehensive training. In this way, we consider relevant to reflect on curricula that aim to build a teaching that seeks to meet the needs of each student, providing conditions for an integral procedural development, aiming to form a human being prepared to face the challenges of life. The object of this study was Pedagogy, as it contemplates in its curriculum knowing the human being in its physical, mental (psycho-emotional) and spiritual (individuality) aspects, that is, as a being in its entirety. As a general objective, we seek to understand the elements present in the curriculum based on the assumptions of Waldorf Pedagogy that provide the integral development of the human being, contemplating it in its social, physical, psychic-emotional aspects, considering individuality and committed to the integral formation of the students. An attempt was made to identify the curriculum provided to students from the 5th to the 8th grade inserted in Waldorf Pedagogy; to characterize the integral formation in the perspective of the Waldorf curriculum and to analyze, from interviews with 9th grade students, graduates, and teachers of a school in Cuiabá, which works from the Waldorf assumptions, how the Human Formation process based on this curriculum takes place. The option was for a qualitative approach research, with semistructured interviews, using Stephen Ball's Policy Cycle approach for data analysis. From the analysis of the interviews, it was possible to consider that Waldorf Pedagogy can offer significant contributions to the integral formation of young people, as it is effective in the formation of free, committed, and prepared human beings to face the challenges of life.Esta pesquisa surgiu do desejo de aprofundar e compartilhar ideias que busquem uma educação que vise à formação não apenas cognitiva/intelectual do estudante, mas que contemple em seu currículo, além dessa formação, a formação afetiva, emocional, social, dentre outras, ou seja, sua formação integral. Dessa maneira, julgamos relevante refletir sobre currículos que visem à construção de um ensino que procure atender às necessidades de cada aluno, propiciando condições para um desenvolvimento processual integral e visando formar um ser humano preparado para enfrentar os desafios da vida. O objeto deste estudo foi o currículo da Pedagogia Waldorf por pretender contemplar a formação do ser humano em seus aspectos físico, anímico (psíquico-emocional) e espiritual (individualidade), ou seja, como ser em sua integralidade. Como objetivo geral, buscamos compreender os elementos presentes em um currículo baseado nos pressupostos da Pedagogia Waldorf que propiciem o desenvolvimento integral do ser humano, considerando, sobretudo, o comprometimento com a formação integral dos estudantes. Procurou-se: identificar o currículo proporcionado aos alunos do 5º ao 8º de uma escola orientada pela Pedagogia Waldorf, em Cuiabá; caracterizar a formação integral na perspectiva do currículo Waldorf; e analisar, a partir de entrevistas com alunos do 9º ano, egressos e professores da referida escola, como se dá o processo de formação humana alicerçado por esse currículo. A opção foi por uma pesquisa de abordagem qualitativa, com entrevistas semiestruturadas, utilizando a abordagem do Ciclo de Políticas de Stephen Ball na análise dos dados. A partir da análise das entrevistas, foi possível considerar que a Pedagogia Waldorf pode oferecer contribuições significativas para a formação integral dos jovens por se mostrar efetiva na formação de seres humanos livres, comprometidos e preparados para enfrentar os desafios da vida.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoOliveira, Ozerina Victor dehttp://lattes.cnpq.br/1863707315885015Romanelli, Rosely Aparecida738.853.716-34http://lattes.cnpq.br/8657873385904540Oliveira, Ozerina Victor de406.219.521-68http://lattes.cnpq.br/1863707315885015406.219.521-68Santos, Geniana dos704.114.841-68http://lattes.cnpq.br/2550888945457523Carvalho, Laura Diniz Rocha Campolin de2023-06-27T14:52:10Z2022-08-112023-06-27T14:52:10Z2022-05-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCARVALHO, Laura Diniz Rocha Campolin de. Diálogos entre o currículo da pedagogia Waldorf e a formação integral. 2022. 206 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2022.http://ri.ufmt.br/handle/1/4387porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-06-29T07:12:20Zoai:localhost:1/4387Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-06-29T07:12:20Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv Diálogos entre o currículo da pedagogia Waldorf e a formação integral
title Diálogos entre o currículo da pedagogia Waldorf e a formação integral
spellingShingle Diálogos entre o currículo da pedagogia Waldorf e a formação integral
Carvalho, Laura Diniz Rocha Campolin de
Currículo
Pedagogia Waldorf
Formação integral
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Curriculum
Waldorf pedagogy
Integral training
title_short Diálogos entre o currículo da pedagogia Waldorf e a formação integral
title_full Diálogos entre o currículo da pedagogia Waldorf e a formação integral
title_fullStr Diálogos entre o currículo da pedagogia Waldorf e a formação integral
title_full_unstemmed Diálogos entre o currículo da pedagogia Waldorf e a formação integral
title_sort Diálogos entre o currículo da pedagogia Waldorf e a formação integral
author Carvalho, Laura Diniz Rocha Campolin de
author_facet Carvalho, Laura Diniz Rocha Campolin de
author_role author
dc.contributor.none.fl_str_mv Oliveira, Ozerina Victor de
http://lattes.cnpq.br/1863707315885015
Romanelli, Rosely Aparecida
738.853.716-34
http://lattes.cnpq.br/8657873385904540
Oliveira, Ozerina Victor de
406.219.521-68
http://lattes.cnpq.br/1863707315885015
406.219.521-68
Santos, Geniana dos
704.114.841-68
http://lattes.cnpq.br/2550888945457523
dc.contributor.author.fl_str_mv Carvalho, Laura Diniz Rocha Campolin de
dc.subject.por.fl_str_mv Currículo
Pedagogia Waldorf
Formação integral
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Curriculum
Waldorf pedagogy
Integral training
topic Currículo
Pedagogia Waldorf
Formação integral
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Curriculum
Waldorf pedagogy
Integral training
description This research arose from the desire to deepen and share ideas that seek an education that aims not only at the cognitive/intellectual formation of the student, but that contemplates in its curriculum, in addition to this formation, the affective, emotional, social formation, among others, that is, their comprehensive training. In this way, we consider relevant to reflect on curricula that aim to build a teaching that seeks to meet the needs of each student, providing conditions for an integral procedural development, aiming to form a human being prepared to face the challenges of life. The object of this study was Pedagogy, as it contemplates in its curriculum knowing the human being in its physical, mental (psycho-emotional) and spiritual (individuality) aspects, that is, as a being in its entirety. As a general objective, we seek to understand the elements present in the curriculum based on the assumptions of Waldorf Pedagogy that provide the integral development of the human being, contemplating it in its social, physical, psychic-emotional aspects, considering individuality and committed to the integral formation of the students. An attempt was made to identify the curriculum provided to students from the 5th to the 8th grade inserted in Waldorf Pedagogy; to characterize the integral formation in the perspective of the Waldorf curriculum and to analyze, from interviews with 9th grade students, graduates, and teachers of a school in Cuiabá, which works from the Waldorf assumptions, how the Human Formation process based on this curriculum takes place. The option was for a qualitative approach research, with semistructured interviews, using Stephen Ball's Policy Cycle approach for data analysis. From the analysis of the interviews, it was possible to consider that Waldorf Pedagogy can offer significant contributions to the integral formation of young people, as it is effective in the formation of free, committed, and prepared human beings to face the challenges of life.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-11
2022-05-19
2023-06-27T14:52:10Z
2023-06-27T14:52:10Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv CARVALHO, Laura Diniz Rocha Campolin de. Diálogos entre o currículo da pedagogia Waldorf e a formação integral. 2022. 206 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2022.
http://ri.ufmt.br/handle/1/4387
identifier_str_mv CARVALHO, Laura Diniz Rocha Campolin de. Diálogos entre o currículo da pedagogia Waldorf e a formação integral. 2022. 206 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2022.
url http://ri.ufmt.br/handle/1/4387
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Educação (IE)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Educação
publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Educação (IE)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Educação
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFMT
instname:Universidade Federal de Mato Grosso (UFMT)
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instname_str Universidade Federal de Mato Grosso (UFMT)
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institution UFMT
reponame_str Repositório Institucional da UFMT
collection Repositório Institucional da UFMT
repository.name.fl_str_mv Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)
repository.mail.fl_str_mv jordanbiblio@gmail.com
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