Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2017-12-20T13:48:04Z No. of bitstreams: 1 fernandaluizadefaria.pdf: 2828889 bytes, checksum: 473ed85e60dd70481349489f243c70ed (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-12-21T11:19:40Z (GMT) No. of bitstreams: 1 fernandaluizadefaria.pdf: 2828889 bytes, checksum: 473ed85e60dd70481349489f243c70ed (MD5) / Made available in DSpace on 2017-12-21T11:19:40Z (GMT). No. of bitstreams: 1 fernandaluizadefaria.pdf: 2828889 bytes, checksum: 473ed85e60dd70481349489f243c70ed (MD5) Previous issue date: 2017-11-21 / Uma escola que busca estabelecer uma pedagogia diferenciada, cuja trajetória vem romper com os programas anuais massivos e respeitar a individualidade do aluno em seu percurso, merece e demanda toda a atenção dos educadores do século XXI. Assim, o presente estudo vem investigar escolas que apresentam pedagogias de ensino diferenciadas, mas que se sustentam em propostas que têm como objetivo o ensino para todos. Sob o âmbito do Ensino de Química, o objetivo deste estudo foi investigar como o saber químico é trabalhado no Ensino Fundamental em uma Escola Waldorf, uma Escola Montessori e na Escola da Ponte. Buscamos ainda como os alunos dessas três instituições compreendem a Química nas suas relações interdisciplinares e possíveis aplicações na sociedade. Os ambientes de pesquisa foram a Escola Paineiras Waldorf, localizada na cidade de Juiz de Fora, MG, a Escola Montessori Meimei localizada na cidade do Rio de Janeiro, RJ, e a Escola da Ponte, localizada em São Tomé de Negrelos, Portugal. Os sujeitos desta pesquisa foram alunos do Ensino Fundamental dessas três instituições e seus professores de Química. Para a construção dos dados, foram utilizados como instrumentos de pesquisa a observação e a entrevista semiestruturada. Foram observados os três espaços escolares como um todo, os materiais produzidos pelos alunos investigados e as aulas de Química, nas escolas em que haviam esse formato de ensino. Todas as observações foram compiladas em diário de campo e os materiais foram registrados por fotografia. Na Escola Paineiras Waldorf, as aulas ainda foram gravadas em áudio. Entrevistas foram realizada com alunos e professores, sendo todas gravadas em áudio e, posteriormente, transcritas. Para tratamento e análise dos dados utilizamos a Análise de Conteúdo. Nas três instituições, os resultados apontaram estratégias de ensino que contribuem para a formação cidadã, favorecendo que os alunos se tornem mais autônomos e críticos. A Escola da Ponte e a Montessori se destacaram por apresentarem formas de organização escolar diferenciadas. No caso da Escola da Ponte, vale destacar o uso de assembleias e do processo de auto avaliação. Especificamente sobre o ensino de Química, a Escola Waldorf se destacou por trazer uma metodologia de ensino mais diferenciada, com um currículo estruturado em eixos temáticos, com valorização da contextualização e da interdisciplinaridade, focado na experimentação e na observação com ênfase nos sentidos. Na Escola da Ponte e na Escola Montessori notamos um ensino de Química ainda preso ao currículo tradicional, com ênfase no conteúdo e pouca contextualização. Em virtude disso, os alunos da Escola Waldorf demonstraram estabelecer melhores relações do conteúdo químico com questões da sociedade e de outras disciplinas, o que não se fez tão presente entre os alunos da Escola da Ponte e da Escola Montessori. Este estudo tornou-se mais significativo à medida que possibilitou discussões sobre temáticas ainda pouco familiares ao contexto das pesquisas educacionais e do próprio cotidiano dos professores em geral. Além disso, foi possível salientar aspectos notáveis das três propostas pedagógicas, proporcionando ricas discussões no âmbito da Educação Básica. / A school that seeks to establish a differentiated pedagogy, whose trajectory breaks with the massive annual curricula and respects the individuality of the students in their learning course, deserves and demands all of the attention from the educators of the 21st century. Thus, the present study investigates schools that present differentiated teaching pedagogy and that, therefore, are based on a teaching proposal for everyone. Under the scope of the Teaching of Chemistry, the objective of this study is to investigate how the knowledge of Chemistry is worked in Elementary School in three schools: one whose teaching methods are based on Waldorf Education, one based on the Montessori method, and the ‘Escola da Ponte’; and how the students of these three institutions understand chemistry in their interdisciplinary relationships and application in society. The school where the research took place were the Paineira Waldorf School, located in the city of Juiz de Fora, MG, the Montessori Meimei School, located in the city of Rio de Janeiro, RJ, and the ‘Escola da Ponte’, located in São Tomé de Negrelos, Portugal. The subjects were primary school students from the three institutions investigated and their Chemistry teachers. The research tools used to gather data were observation and the semistructured interview. The three school spaces were studied as a whole, as well as the materials produced by the subjects, and the chemistry in the schools that had classes as a teaching method. All observations were compiled in a field diary, the materials were recorded by means of photography and, at the Paineira Waldorf School, classes were also recorded in audio. The interview was conducted with students and teachers, all recorded in audio and later transcribed. Content Analysis was used to handle the data. The results point out that the three institutions have an education method which contributes to the formation of citizens, with more autonomous and critical students. The ‘Escola da Ponte’ and the Montessori schools stood out for their differentiated organization, besides the assembly and the process of self-evaluation carried out at the former. Specifically on the teaching of Chemistry, the Waldorf School excelled in bringing a more differentiated teaching, with their curriculum being structured in thematic axes, valuing contextualization and interdisciplinarity, besides focused on experimentation and observation, with an emphasis on the senses. However, at the ‘Escola da Ponte’ and at the Montessori schools, the teaching of Chemistry is still attached to the traditional curriculum, with an emphasis on content and poor contextualization. As a result, the Waldorf School students demonstrated a greater relationship between the contents taught with society and other subjects, which was not so prevalent in the students at the ‘Escola da Ponte’ and Montessori school. This study is significant in the extent that it has brought about discussions about themes which are still unfamiliar to the context of educational research and the daily life of teachers in general. In addition, it was possible to emphasize remarkable aspects of the three teaching methods that can be considered in Brazilian schools, providing rich discussions for the scope of Basic Education.

Made available in DSpace on 2016-03-15T19:41:58Z (GMT). No. of bitstreams: 1 Rubens Salles.pdf: 1463816 bytes, checksum: ac18ff6ca9a274ac239964040cf3b8fe (MD5) Previous issue date: 2010-04-12 / Fundo Mackenzie de Pesquisa / The main purpose of this work is to analyze considerations made by 1st grade elementary school teachers, who took part in the "Dom da Palavra" (PDP) ("Gift of the Word") project - a continual education development project based on the Waldorf Pedagogic Educational System as to how contributions offered by the proposed pedagogic teaching concepts could help them in regard to their usual teaching methods. As a project based on teaching methods for which there are few academic works, we intend to present herein an extract of its main fundamental elements together with its pedagogic and theoretical basis, the special elements that constitutes the project s main directive, as well as the theoretical foundation for all faculty continual learning system. A descriptive and analytical study of quantitative and qualitative nature was chosen. To obtain the necessary data, structured questionnaires, structured interviews with written and audio-recorded statements, as well as videotaped interviews and activities for further analysis and interpretation of data, were used. On each of the five municipalities where the project was implemented, more than 70% of attendance was obtained from the 125 teachers who completed the training course - with 102 teachers present whenever those evaluations were made, which represents 81.6% of the participants. Through this analysis, we believe the positive evaluation made by teachers who took part in program Dom da Palavra , answered its questionnaires and interviews, was based on how the proposed concepts and practices responded to those teachers real needs and helped them solve daily problems at school. In addition, the training model presented, on how continual education of teachers must be carried out, was made in accordance with concepts and proposals by several important and academically acknowledged authors. / Esta pesquisa teve como objetivo analisar como os professores do 1º ciclo do ensino fundamental, que participaram do Projeto Dom da Palavra (PDP) uma intervenção de formação continuada baseada na Pedagogia Waldorf analisaram as contribuições à sua prática pedagógica proporcionadas pelos conceitos e práticas propostos. Sendo uma intervenção baseada numa linha pedagógica sobre a qual há poucos trabalhos acadêmicos, apresentamos nesta dissertação um resumo dos principais fundamentos e o referencial teórico desta pedagogia, e seus elementos que constituem o conteúdo da intervenção, assim como a fundamentação teórica sobre o aprendizado continuado da docência. Optamos por um estudo descritivoanalítico de natureza quantitativa e qualitativa do material coletado. Para o levantamento dos dados foram utilizados questionários estruturados, entrevistas semiestruturadas e depoimentos escritos e gravados em áudio, assim como entrevistas e atividades gravadas em vídeo, para posterior análise e interpretação dos dados. Nos cinco municípios onde o projeto se realizou, participaram 125 professores considerando os que concluíram o curso com mais de 70% de presença e 102 estiveram presentes nos dias em que se fizeram as avaliações do curso, representando 81,6% dos participantes. A análise nos permitiu concluir que o Projeto Dom da Palavra foi avaliado de forma positiva pelos participantes que responderam aos questionários e entrevistas realizados, porque as práticas e os conceitos trabalhados atenderam a necessidades reais dos professores e ajudaram a resolver problemas do dia a dia escolar. Além disso, o modelo de formação realizado mostrou estar de acordo com os conceitos e propostas, de diversos autores importantes e reconhecidos no meio acadêmico, sobre como deve ser realizada a educação continuada de professores.

This diploma thesis presents monographic study that deals with the autonomy of schools in the context of the idea of the Waldorf School and philosophical convictions of its founder Rudolf Steiner. The content itself brings a particular identification, analysis and description of the basic principles of Steiner's ideas of Social Threefolding. For better grip and insights into this topic in the introductory chapters with the concept of autonomy as the general context, and given directly to the school autonomy. Further insight on school administration and local government and various school systems in the European area. The work also includes historical and political context of the time of different directions of reform pedagogy 19th and 20th century, which proved, among other things, as one of the key conditions for understanding the concept of free Waldorf school Rudolf Steiner and the conditions under which it was created. KEYWORDS autonomy, school, Waldorf pedagogy, Waldorf School, anthroposophy, Rudolf Steiner, competence, autonomy, responsibility, Social Threefolding

All Sweden´s preschools are part of the schoolsystem and, according to the School Act, must follow the Curriculum for Preschool: Lpfö18 (2018), whether they are independent, municipal or have different orientations. However, the curriculum does not contain specific goals about what the children should have achieved at a certain age or what knowledge they should have developed during their time in preschool but should be seen as a basis for planning the activities. With this, the curriculum can be perceived as interpretable and different areas of pedagogy become possible. The purpose of this literature study is to find out how the pedagogical orientations of Montessori pedagogy, Waldorf pedagogy and Reggio Emilia philosophy create prerequisites and opportunities for preschool children to be involved and influence the environment and the educational material. What similarities and differences can be learned based on scientific texts by Swedish authors? The child is seen as the central point when it comes to the environment and material placement in the various configurations. Participation and influence are created by the child being able to reach and take care of himself. Therefore, the child does not need to ask for help, which increases the child´s power to take care of the material that is desired to be used. The fact that the play is important can be deduced that the different educational orientations agrees at. Likewise, the material should create and stimulate the imagination and creativity. Differences that emerged during the study are the type of materials and toys found within the various configurations. Common to the results of the studies is that it is about the teachers' attitude and approach to the children's perspectives. The adult holds the power to decide how much influence and participation the children have, and everything has to do with the teacher's interest in creating meaning and a shared reality.

The thesis deals with the history and the present of waldorf schools founded by Rudolf Steiner. Also describes media literacy with an emphasis on new media. It covers the way how the new media education is embedded in the Czech educational system. As a particular example served curriculum of the school subject Information and communication technology of the waldorf secondary school in Prague. The thesis also describes the way of media education in Germany. In the second part of this thesis can be found an evaluation of the questionnaire made in secondary waldorf schools in Prague and Semily which had to learn the status quo of (new) media literacy of the students and their relationship with modern technologies. The end of the thesis deals with the suggestion of improvement of the tuition based on the German model.

This thesis deals with the development of key competencies in teaching of Natural Science in the primary school stage in the system of Waldorf School. The theoretical part of the thesis expounds on the issues of the transformation of education as well as the characteristics of teaching in the system of Waldorf School. Some terms, such as - key competencies, the transformation of education, alternative trends in education, Waldorf pedagogy and its role in transforming education - are explained there. The research part of the thesis presents an action research, which is focused on the development of the key competencies in the epoch of Natural Science in the third grade of Waldorf School. One of the epochs was described by observation. The results of observations were compared by means of additional questionnaires, which were filled out by teachers. The development of the key competencies in the given epoch was described by the analysis of research. The results of the research confirmed that the educational strategy for the development of the key competencies in Waldorf School was at a very good level. The analysis of the research could be used as a source of information for the development of key competencies in other epochs of Natural Science in the third grade in primary schools. Details of the...

BakgrundI bakgrunden beskrivs Waldorfskolans och den kommunala skolans historia samt några grundläggande punkter i Waldorfpedagogiken. Begreppen kunskap och lärande tas upp samt läroplanen Lpo -94 och de nationella proven i år 3. Den teoretiska utgångspunkten för arbetet är det sociokulturella perspektivet för kunskap och lärande.SyfteSyftet är att undersöka några lärares syn på kunskap och lärande i Waldorfskolan och den kommunala skolan för att se eventuella likheter och olikheter.MetodJag har använt mig av en hermeneutisk utgångspunkt i val av metod. Denna utgångspunkt har sin grund i att det inte finns någon definitiv sanning utan sanningen är relativ utifrån det subjektiva jaget. Detta ligger till grund för ett kvalitativt undersökningssätt där jag har valt att undersöka med hjälp av intervjuer. Jag har intervjuat två lärare i kommunal skola samt två lärare i Waldorfskola i syfte att få reda på deras tankar kring kunskap och lärande utifrån val av metoder och organisation av undervisning. Lärarna arbetar i skolår 1 till 3.ResultatI resultatet presenteras lärarnas svar utifrån kategorierna Hur – om organisation av undervisning och läxor, Vad – om ämnen och läromedel, samt Varför – om den kunskaps- och lärandesyn som lärarna ger uttryck för i intervjun. I varje kategori görs jämförelser mellan lärarnas svar både inom och mellan grupperna. I resultatet framkommer att det finns likheter men också stora olikheter i både upplägg av undervisningen och tankar kring kunskap och barns lärande mellan den kommunala skolan och Waldorfskolan. / Program: Lärarutbildningen

魯道夫•史坦納（Rudolf Steiner，1861-1925）是十九世紀的歐洲哲學家，創立「人智學」學說，主要探求人類本質的了解與拓展，並透過教育使人發展成為均衡協調的全人。本論文研究重點為其幼兒教育思想，主要採取歷史研究法及詮釋學方法對Steiner的思想進行解讀，一方面閱讀Steiner的著作，在作品與自身的視野中進行對話，以期達到視域的交融，另一方面，佐以相關文獻，試圖透過第三者的角度，對Steiner思想的闡明，產生更加深化的作用。嘗試探討的焦點如下： （一） 探討Steiner生平及思想之淵源，以了解其教育思想的基礎。 （二）闡釋Steiner的兒童圖像，了解兒童所具有的本質。 （三）詮釋並分析Steiner全人教育之理想，以及教師應面對之任務。 （四）詮釋並說明Steiner幼兒教育的構想與實施的途徑。 （五）綜合上述研究結果，探究其教育思想對現今幼兒教育的啟示。 第一章為研究動機與方法之說明。第二章主要介紹Steiner之生平，並闡明其思想淵源來自「歌德」、「尼采」、「基督學說」、「輪迴思想」的影響。第三章則勾勒出Steiner所持兒童圖像，說明兒童具有「完整人」、「自由人」、「自主者」、「氣質協調者」之本質，再探究教育上的培養之道。第四章先探討Steiner所面對的教育危機，並分析其教育開展的目標為「精神與心靈的發展與調和」、「培養自我了解與表現的能力」、「道德理想與社會意識的喚醒」、「知識與技能的均衡培養」，其教育開展的原則為依「意志」、「情感」、「思考」的原則循序進行。另外，教師需了解自身與學生的氣質，成為主動的世界建構者、並作一位心靈的藝術家。第五章探討Steiner在幼兒教育方面的構想，幼稚園中需提供幼兒遊戲、美育、生命體驗的活動，以喚醒幼兒的生命活力，培養其成為均衡發展的全人。第六章闡述對Steiner幼兒教育思想的評論，並提出對我國現今幼兒教育的啟示，以及對個人的啟發。 從Steiner的教育理念言之，教育是為了培養人成為具有堅強的意志力、豐富敏銳的情感，以及能清晰思考的全人，在幼兒教育時期，主要透過模仿的方式進行教育，並發展幼兒的個體性，著重身體、精神、心靈的均衡諧調。 第一章 緒論 一、研究動機、問題與目的………………………………1 二、名詞界定………………………………………………7 三、研究方法與流程………………………………………8 四、研究範圍與限制………………………………………10 第二章 Steiner之生平與思想淵源 第一節 生平………………………………………………13 第二節 思想淵源…………………………………………18 一、歌德…………………………………………18 二、尼采…………………………………………26 三、基督學說……………………………………33 四、輪迴思想……………………………………37 第三節 對教育的影響與貢獻……………………………41 第三章 兒童圖像 第一節 完整人……………………………………………47 一、人類構成的四部份…………………………49 二、人類發展的三階段…………………………53 第二節 自由人……………………………………………57 一、自由與教育…………………………………57 二、自由人的發展………………………………60 第三節 自主者……………………………………………65 一、自主與模仿…………………………………65 二、自主者的啟發………………………………67 第四節 氣質調和者………………………………………70 一、兒童的氣質…………………………………71 二、氣質的教育…………………………………79 第四章 全人教育理想 第一節 教育的危機………………………………………89 一、人性異化的危機……………………………90 二、學習窄化的危機……………………………92 第二節 教育的開展………………………………………96 一、教育的目的…………………………………96 二、教育的原則…………………………………103 第三節 教師的任務………………………………………110 一、掌握自身與學生的氣質……………………111 二、成為主動的世界建構者……………………113 三、作一位心靈藝術家…………………………114 第五章 幼兒教育的構想 第一節 遊戲的驅力………………………………………121 一、遊戲即教育…………………………………122 二、遊戲與創造…………………………………126 三、幼稚園的遊戲………………………………126 第二節 藝術的感動………………………………………130 一、生活中的美感經驗…………………………130 二、美育活動的作用……………………………131 三、美育課程……………………………………133 第三節 生命的體驗………………………………………142 一、人與大自然、世界…………………………142 二、人與他人……………………………………143 三、體驗的活動…………………………………144 第六章 結論 第一節 回顧與評論………………………………………149 第二節 對現今幼兒教育的啟示…………………………156 第三節 對個人的啟發……………………………………167 參考書目…………………………………………………170 附錄………………………………………………………176

This study is a critical analysis of Waldorf teacher education in Australia. Beginning with an exposition of the central tenets of Rudolf Steiner's philosophy and educational theory, and his lectures to teachers, the author identifies what he sees as the requirements and characteristics of an ideal Waldorf teacher education program. The study next investigates the development of Waldorf teacher education provision in Australia, and surveys a wide cross-section of teachers and teacher educators in Australian Waldorf schools, to ascertain the type of preparation they received or have contributed to, and elicit their views as to its strengths and weaknesses. These findings are then critically analysed, making comparisons with Waldorf teacher education programs in other countries. The feasibility and implications of including a Waldorf course in a main-stream teacher education Faculty in Australian universities are discussed, in relation to current prevailing government policies regarding schooling and the values and emphases which these impose upon state university courses. The study concludes with proposals for change and improvement in Waldorf teacher education provision in Australia to make Waldorf teachers better prepared to educate Australian children for the 21st century, still in keeping with the essential values of Steiner education. / Thesis (Ph.D.)--Graduate School of Education, 1999.

The aim of this study is to generate new knowledge of the educationalpractice of a pre-school and of how it may contribute to the understandingof doing gender. The ethnographic study examines the place and practiceof a Steiner Waldorf pre-school, and it focuses specifically on materiality,age, spirituality and the intentions of the pre-school teachers. Fieldworkhas been conducted for a period of one and a half years in one pre-school.The methods used are mainly participant observation and interviews withthe pre-school teachers. The results highlight the importance of the materialand spatial dimensions of the pre-school for the constitution of children’sgender. The concepts of performativity and ritualization have beenused as the main analytical tools. The study draws on the scope of theseconcepts as understood by Judith Butler and Catherine Bell. On the basis of the analysis of the empirical material, a theoretical concept,situated decoding of gender, is suggested. It is argued that what atfirst glance can be interpreted as a ‘female universe’, turns out to be a placewhere gender is made non-relevant through an unintentional, yet powerfulongoing process of naturalization. The situated decoding of gender is madepossible because of certain features in this pre-school. Firstly, a repetitivestructure characterizing educational practice has been observed. This isbased on a principle of rhythm reciprocally related to the alternations betweencontinuity and change. Secondly, there is a clear spatial and materialdemarcation that the study argues makes the pre-school an enclosed space,in the sense of being a place of nurturing and protection, where the boundariesbetween home and pre-school are maintained. Thirdly, the performativeforce of the ritualized preschool practices further enhances the decodingof gender. The ritualization highlights and supports the spiritual dimensionin the pedagogy, which sidelines the doing of gender. Fourthly, theteachers contributed to the decoding of gender through the consistency oftheir everyday actions.