Pedagogia Waldorf : entre trajetórias formativas e experiências de alunos egressos do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3924 |
Resumo: | The Waldorf Pedagogy presents itself as a humanist and holistic pedagogical proposal, which concentrates its efforts in the education of the human being respecting the phases of his development. Its focus is not a content-based education, neither consumerist nor immediatist. Such characteristics still generate a lot of questionings if the students can really learn and if they can adapt themselves in other pedagogical proposals. Therefore, the present research had as aim to identify how the egressed from an Elementary School, that adopts as formative pedagogical presupposition the Waldorf Pedagogy, in Cuiabá, carried out their trajectory in the High School, the admission in the university and which were the formative contributions or fragilities identified in this process. To do so, it was carried out a bibliographic research that treated the bases of Anthroposophy, of Waldorf Pedagogy, its historical origin and the fundaments that sustain the curriculum organization. On the other hand, the methodology adopted to do the research took over the condition of qualitative approach, with the descriptive type, having as subjects students egressed from Elementary Education of a school that adopts the Waldorf Pedagogy and the fathers, mothers and/or responsible for these students. These subjects participated of the research through a structured interview done with virtual platforms. From the data produced, it was possible to consider that the students egressed from the Waldorf Pedagogy can have a good performance when changing pedagogical proposal, even though they go through a period of adaptation. According to the manifestations of the interviewees, the Waldorf education contemplates the academic, social and emotional formation, contributing positively to a responsible and individually and collectively aware posture. |
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Pedagogia Waldorf : entre trajetórias formativas e experiências de alunos egressos do ensino fundamentalPedagogia WaldorfEgressosTransiçãoEnsino fundamentalCNPQ::CIENCIAS HUMANAS::EDUCACAOWaldorf pedagogyEgressedTransitionElementary educationThe Waldorf Pedagogy presents itself as a humanist and holistic pedagogical proposal, which concentrates its efforts in the education of the human being respecting the phases of his development. Its focus is not a content-based education, neither consumerist nor immediatist. Such characteristics still generate a lot of questionings if the students can really learn and if they can adapt themselves in other pedagogical proposals. Therefore, the present research had as aim to identify how the egressed from an Elementary School, that adopts as formative pedagogical presupposition the Waldorf Pedagogy, in Cuiabá, carried out their trajectory in the High School, the admission in the university and which were the formative contributions or fragilities identified in this process. To do so, it was carried out a bibliographic research that treated the bases of Anthroposophy, of Waldorf Pedagogy, its historical origin and the fundaments that sustain the curriculum organization. On the other hand, the methodology adopted to do the research took over the condition of qualitative approach, with the descriptive type, having as subjects students egressed from Elementary Education of a school that adopts the Waldorf Pedagogy and the fathers, mothers and/or responsible for these students. These subjects participated of the research through a structured interview done with virtual platforms. From the data produced, it was possible to consider that the students egressed from the Waldorf Pedagogy can have a good performance when changing pedagogical proposal, even though they go through a period of adaptation. According to the manifestations of the interviewees, the Waldorf education contemplates the academic, social and emotional formation, contributing positively to a responsible and individually and collectively aware posture.A Pedagogia Waldorf apresenta-se como uma proposta pedagógica humanista e holística, que concentra seus esforços na educação do ser humano respeitando as fases do seu desenvolvimento. Seu foco não é uma educação conteudista, tão pouco consumista e imediatista. Tais características ainda geram muitos questionamentos se de fato os alunos aprendem e se conseguem se adaptar em outras propostas pedagógicas. Dessa forma, a presente pesquisa teve como objetivo identificar como os egressos do Ensino Fundamental de uma escola, que adota como pressuposto pedagógico formativo a Pedagogia Waldorf, em Cuiabá, realizaram sua trajetória no Ensino Médio, o ingresso na universidade e quais foram as contribuições formativas ou fragilidades identificadas neste processo. Para tanto, realizou-se uma pesquisa bibliográfica que tratou das bases da Antroposofia, da Pedagogia Waldorf, sua origem histórica e os fundamentos que a sustentam a organização do currículo. Por sua vez, a metodologia adotada para realização da pesquisa assumiu a condição de abordagem qualitativa, do tipo descritiva, tendo como sujeitos alunos egressos do Ensino Fundamental de uma escola que adota a Pedagogia Waldorf e os pais, mães e/ ou responsáveis destes alunos egressos. Estes sujeitos participaram da pesquisa por meio de uma entrevista estruturada realizada via plataformas virtuais. A partir dos dados produzidos é possível considerar que os alunos egressos da Pedagogia Waldorf conseguem bom desempenho ao mudarem de proposta pedagógica, embora passem por um período de adaptação. Segundo as manifestações dos entrevistados, o ensino Waldorf contempla a formação acadêmica, social e emocional, contribuindo positivamente para uma postura responsável e consciente individual e coletivamente.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMoreira, Evando Carloshttp://lattes.cnpq.br/4561814544149415Moreira, Evando Carlos149.353.278-20http://lattes.cnpq.br/4561814544149415Oliveira, Bárbara Cortella Pereira de322.671.298-50http://lattes.cnpq.br/6615374490879599149.353.278-20Romanelli, Rosely Aparecida738.853.716-34http://lattes.cnpq.br/8657873385904540Paula, Helena Maria Rodrigues de2023-03-28T17:35:04Z2021-10-192023-03-28T17:35:04Z2021-10-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPAULA, Helena Maria Rodrigues de. Pedagogia Waldorf: entre trajetórias formativas e experiências de alunos egressos do ensino fundamental. 2021. 161 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021.http://ri.ufmt.br/handle/1/3924porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-04-01T07:05:11Zoai:localhost:1/3924Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-04-01T07:05:11Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Pedagogia Waldorf : entre trajetórias formativas e experiências de alunos egressos do ensino fundamental |
title |
Pedagogia Waldorf : entre trajetórias formativas e experiências de alunos egressos do ensino fundamental |
spellingShingle |
Pedagogia Waldorf : entre trajetórias formativas e experiências de alunos egressos do ensino fundamental Paula, Helena Maria Rodrigues de Pedagogia Waldorf Egressos Transição Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO Waldorf pedagogy Egressed Transition Elementary education |
title_short |
Pedagogia Waldorf : entre trajetórias formativas e experiências de alunos egressos do ensino fundamental |
title_full |
Pedagogia Waldorf : entre trajetórias formativas e experiências de alunos egressos do ensino fundamental |
title_fullStr |
Pedagogia Waldorf : entre trajetórias formativas e experiências de alunos egressos do ensino fundamental |
title_full_unstemmed |
Pedagogia Waldorf : entre trajetórias formativas e experiências de alunos egressos do ensino fundamental |
title_sort |
Pedagogia Waldorf : entre trajetórias formativas e experiências de alunos egressos do ensino fundamental |
author |
Paula, Helena Maria Rodrigues de |
author_facet |
Paula, Helena Maria Rodrigues de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Moreira, Evando Carlos http://lattes.cnpq.br/4561814544149415 Moreira, Evando Carlos 149.353.278-20 http://lattes.cnpq.br/4561814544149415 Oliveira, Bárbara Cortella Pereira de 322.671.298-50 http://lattes.cnpq.br/6615374490879599 149.353.278-20 Romanelli, Rosely Aparecida 738.853.716-34 http://lattes.cnpq.br/8657873385904540 |
dc.contributor.author.fl_str_mv |
Paula, Helena Maria Rodrigues de |
dc.subject.por.fl_str_mv |
Pedagogia Waldorf Egressos Transição Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO Waldorf pedagogy Egressed Transition Elementary education |
topic |
Pedagogia Waldorf Egressos Transição Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO Waldorf pedagogy Egressed Transition Elementary education |
description |
The Waldorf Pedagogy presents itself as a humanist and holistic pedagogical proposal, which concentrates its efforts in the education of the human being respecting the phases of his development. Its focus is not a content-based education, neither consumerist nor immediatist. Such characteristics still generate a lot of questionings if the students can really learn and if they can adapt themselves in other pedagogical proposals. Therefore, the present research had as aim to identify how the egressed from an Elementary School, that adopts as formative pedagogical presupposition the Waldorf Pedagogy, in Cuiabá, carried out their trajectory in the High School, the admission in the university and which were the formative contributions or fragilities identified in this process. To do so, it was carried out a bibliographic research that treated the bases of Anthroposophy, of Waldorf Pedagogy, its historical origin and the fundaments that sustain the curriculum organization. On the other hand, the methodology adopted to do the research took over the condition of qualitative approach, with the descriptive type, having as subjects students egressed from Elementary Education of a school that adopts the Waldorf Pedagogy and the fathers, mothers and/or responsible for these students. These subjects participated of the research through a structured interview done with virtual platforms. From the data produced, it was possible to consider that the students egressed from the Waldorf Pedagogy can have a good performance when changing pedagogical proposal, even though they go through a period of adaptation. According to the manifestations of the interviewees, the Waldorf education contemplates the academic, social and emotional formation, contributing positively to a responsible and individually and collectively aware posture. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-19 2021-10-15 2023-03-28T17:35:04Z 2023-03-28T17:35:04Z |
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 |
PAULA, Helena Maria Rodrigues de. Pedagogia Waldorf: entre trajetórias formativas e experiências de alunos egressos do ensino fundamental. 2021. 161 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. http://ri.ufmt.br/handle/1/3924 |
identifier_str_mv |
PAULA, Helena Maria Rodrigues de. Pedagogia Waldorf: entre trajetórias formativas e experiências de alunos egressos do ensino fundamental. 2021. 161 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. |
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info:eu-repo/semantics/openAccess |
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openAccess |
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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 |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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