The purpose of this case study is to investigate Waldorf pedagogy. In particular, it investigates how assessment of productive language skills, speaking and writing, is carried out at a Waldorf School. To this end, semi-structured interviews were conducted at a compulsory school. One in-depth teacher interview was held and one group interview with four students. Participants were observed in their natural classroom setting on a few occasions. The results indicate that how assessment is carried out depends on the class, situation and the task performed by students. There is a tendency to assess speaking on an individual level or in smaller groups. Findings indicate that personal texts written by students are somewhat more assessed and that communicative ability in general is more valued than accuracy. This study demonstrates that decisions are made when assessing different skills, where the teacher decides on what as well as how to assess. Focus on form/grammar has a role in assessment since distinctions are made between mistakes. Students have an informal yet clear understanding of how they are being assessed. In this Waldorf School we see that different educational techniques were employed by the teacher. For instance, different types of assessment were used. Discrimination of minor errors and those that interfere with communication were part of assessment sometimes. This study also shows that different parts of language were assessed and that the process of learning was given priority and therefore part of assessment.

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...

Há algumas décadas, estudos vêm sendo desenvolvidos com o intuito de analisar o impacto da mídia, e da publicidade, no desenvolvimento infantil. Entre os alertas sobre o desaparecimento da infância e a euforia provocada pelas possibilidades das novas tecnologias, os Estudos Culturais propõem a discussão do tema sob a ótica de questões como cultura, identidade e poder. Nesse sentido, este trabalho pretende colaborar com o debate ao revisar a bibliografia e observar empiricamente a relação criança, escola e mídia segundo métodos pedagógicos específicos (pedagogia Waldorf, mídia-educação e uso das TICs - Tecnologias da Informação e Comunicação - em sala de aula). Os resultados desta investigação refutaram a hipótese inicial de que uma pedagogia que evite ao máximo o contato com os meios eletrônicos pudesse resultar em crianças com um menor consumo de mídia. / For some decades, studies have been developed in order to analyze the impact of media and advertising in child development. Among the warnings about the disappearance of childhood and the euphoria caused by the possibilities of new technologies, the Cultural Studies propose to discuss the topic from the perspective of matters such as culture, identity and power. In this way, this work intends to collaborate to the debate by reviewing the literature and empirically observe the relationship between child, school and media according to specific educational methods (Waldorf pedagogy, media education and use of ICTs - information and communication technologies - in the classroom). The results of this investigation disproved initial hypothesis that pedagogy that avoids the most contact with the electronic media could result in children with lower use of media.

A presente dissertação de mestrado propõe-se, por meio de revisão bibliográfica, a atualizar as competências clássicas do ler, escrever e contar. A partir da problemática atual quanto ao desinteresse dos alunos em relação à escola e seus saberes, procura investigar a ampliação das competências pessoais no campo educativo. Baseia-se em experiências recolhidas na prática da pedagogia Waldorf e busca embasá-las em autores que possibilitem uma compreensão reinterpretada do assunto. Mais especificamente, o estudo apresenta parte da história das competências valorizadas pela educação, como, por exemplo, o Trivium e o Quadrivium, até recentemente a apresentação das competências elencadas pelo Exame Nacional do Ensino Médio (ENEM) e aprofundadas por Machado. Alicerçado nesse conhecimento, o trabalho tem o propósito de ampliar as capacidades da compreensão e expressão, da argumentação e decisão e da contextualização e imaginação em três grandes eixos de capacidade pessoais. Por meio dos autores Ortega y Gasset, Arendt, Cassirer e Gusdorf, as ideias de pessoa e de linguagem representam o ponto de partida do campo investigativo. As competências da compreensão e expressão são ampliadas por meio do diálogo, sendo este revisitado em Sócrates e aprofundado em Arendt, Gusdorf e Cassirer. Mediante o emprego da argumentação embasada na ética habermasiana, busca-se uma atualização do par formado por argumentação e decisão. Finalizando, a narrativa ressignifica o terceiro par de competências por meio dos autores Bruner, Ricoeur, Arendt e Machado. Conclui-se, por fim, o valor do aprendizado tácito na educação por meio do processo interpessoal e dialógico e da narrativa como possibilidade de situar o ser humano em seu meio cultural; a ampliação das competências como restauradora do interesse e da motivação para o autodesenvolvimento do aluno. Também, o valor da autoridade, da ética e da constante atualização no campo educativo da atualidade faz parte da conclusão. / The present Masters dissertation proposes, by means of a bibliographic review, to update the conventional skills of reading, writing and narrating. From the current problems onwards, regarding lack of students interest in relation to school and knowledge, it has been investigated the broadening of personal skills in the educational field. It is based on the experiences gathered in the Waldorf Pedagogy practice and it is supported by authors that make the reinterpreted understanding of the subject possible. More specifically, the study presents part of the story of the skills valued by education, such as the Trivium and the Quadrivium, until recently the presentation of the skills listed by the Exame Nacional do Ensino Médio (High School National Exam) and detailed by Machado. Based on knowledge, the purpose of the study is to extend the capacity of understanding and communicating, of arguing and deciding as well as of contextualizing and imagining in three different pillars of the personal skill. Through the authors Ortega y Gasset, Arendt, Cassirer and Gusdorf, the idea of a person and the idea of language represent the starting point of the investigative field. The capacity of understanding and communicating are expanded through dialogue, which is being revisited in Socrates and detailed in Arendt, Gusdorf and Cassirer. Making use of argumentation based on Habermasians ethics, this study aims to update the pair formed by argumentation and decision. Finalizing, the narrative gives a new meaning to the third pair of capacities through the authors Bruner, Ricoeur, Arendt and Machado. It is concluded that, the value of the tacit learning in education, through interpersonal and dialogic process and through narrative as a possibility to place the human being in his cultural environment; the broadening of skills as a restorer of the interest and motivation for the student\'s selfdevelopment. The value of authority, ethics and the continuous updating in the educational field of the present time are also part of the conclusion.

Submitted by CAROLINA GULYAS FIGUEIREDO (cafigg@yahoo.com.br) on 2016-07-18T19:03:03Z No. of bitstreams: 1 Dissertacao_carolina gulyas figueiredo.pdf: 1707452 bytes, checksum: 64ac20498db3ad224c5aa00a09774a97 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-20T13:03:58Z (GMT) No. of bitstreams: 1 figueiredo_cg_me_bauru.pdf: 1707452 bytes, checksum: 64ac20498db3ad224c5aa00a09774a97 (MD5) / Made available in DSpace on 2016-07-20T13:03:58Z (GMT). No. of bitstreams: 1 figueiredo_cg_me_bauru.pdf: 1707452 bytes, checksum: 64ac20498db3ad224c5aa00a09774a97 (MD5) Previous issue date: 2015-07-08 / O presente trabalho visou identificar e analisar características do Ensino de Ciências no âmbito da Pedagogia Waldorf. A Pedagogia Waldorf, criada em 1919, na Alemanha, por Rudolf Steiner, está presente no mundo todo. Baseada na antroposofia, possui uma estratégia pedagógica que inclui o desenvolvimento físico, psicoemocional e espiritual do aluno. Dentre suas características estão o ensino em épocas (ensino concentrado de 4 a 6 semanas), a forte presença das artes e um processo cognitivo descrito por Goethe, que trata da observação de um fenômeno até que se chegue em sua essência. Foram realizadas entrevistas com seis professores, de cinco escolas, observadas aulas de ciências em duas escolas Waldorf, de São Paulo e de um município da região de São Paulo. Foram analisados documentos como periódicos de encontros de formação continuada em Pedagogia Waldorf e compilações curriculares. Os dados obtidos foram organizados em onze eixos e foi utilizada a análise de conteúdo proposta por Bardin. Este estudo traz uma discussão sobre os objetivos de Rudolf Steiner ao pensar a Pedagogia para o Ensino de Ciências. Os resultados obtidos evidenciam que a Pedagogia Waldorf tem como principal base de estruturação para o Ensino de Ciências a fenomenologia goetheanística, principalmente por não desvencilhar os fenômenos naturais de um mundo espiritual e desta forma, através das práticas de observação o aluno, de maneira inconsciente, compreenda a relação entre o mundo material e espiritual. Ainda espera-se que o aluno seja capaz de reconhecer no mundo natural e em sua vida cotidiana a essência dos fenômenos. A Pedagogia Waldorf adota práticas que incentivam ações humanitárias para que surja no jovem e consequentemente no adulto o impulso de intervir e transformar a realidade social e tem como meta final e longínqua uma sociedade baseada na trimembração social, na qual haja liberdade espiritual, igualdade de direitos e fraternidade econômica. Foi observado também que o Ensino Waldorf tem características interdisciplinares e transdisciplinares. Ainda Educação Waldorf também possui como objetivo o desenvolvimento das capacidades do ser humano, nos âmbitos cognitivo, espiritual, emocional e artístico, como também o estimulo da criatividade, iniciativa e autoconfiança. / This study address to identify and analyze the characteristics of Sciences under the Waldorf Pedagogy Scope. Waldorf Education, established in 1919 in Germany by Rudolf Steiner, is present worldwide. Based on anthroposophy, it has a pedagogical strategy that includes physical, psychoemotional and spiritual development of the student. Among its features are seasonal teaching (concentrated teaching between 4 to 6 weeks), the strong presence of the arts and a cognitive process described by Goethe, which deals with the observation of a phenomenon until it arrives at its core. Six interviews with teachers were conduct in five schools, science classes observed in two Waldorf Schools, being from São Paulo and from a municipality in the São Paulo region. Documents such as periodic meetings of continuing education in Waldorf Pedagogy and curriculum builds were analyzed. The captured data was organized in eleven axes and the content analysis proposed by Bardin was used. This study provides a discussion about the Rudolf Steiner goals when applying pedagogy for the Science Teaching. The results show that Waldorf's Pedagogy m ain base of structure for Science Education is the goetheanístic phenomenology, especially for not disentangling the natural phenomena of a spiritual world and thus, through the observation practices, the student unconsciously understand the relationship between the material and spiritual world. It is yet to expect that the student will be able to recognize in the natural world and in his everyday life the essence of phenomena. Waldorf Education adopts practices that encourage humanitarian actions hoping to arise in the young and consequently in the adult an impulse to intervene and transform the social reality, and has as the ultimate and faraway goal a society based on social threefolding, in which there is spiritual freedom, equal rights and economic fraternity. Was also observed that the Waldorf education has interdisciplinary and transdisciplinary characteristics. Waldorf Education also has the objective of developing the capabilities of the human being, in the cognitive, spiritual, emotional and artistic fields, as well as the stimulation of creativity, initiative and self-confidence.

The subject of the diploma thesis belongs due to its character to the domain of educational psychology and sociology of education. The thesis deals with the advantages of education of Romani children in Waldorf schools. The key terms are: education, Roma minority, cognitive determinants, Waldorf pedagogy. The aim of the thesis is to introduce the questions of education of Romani children as well as the general information about the Roma minority in the Czech Republic, the methods of education of Romani children in dependence on their school achievements, the description of cognitive determinants of Romani pupils in relation to their school efficiency and the demonstration of advantages of Waldorf pedagogy for Romani children comparing with the traditional educational system.

The candidate´s work aims to compare art work of pupils at two different educational institutions: a regular primary school and a Waldorf school. The first chapter of the theoretical part deals with specific features of waldorf pedagogy in comparison to that in the traditional educational system. The second chapter outlines the development of children´s art skills, especially at the second level of a primary school. The practical part analyses a set of 82 drawings of a human figure and a Sentence Completion Test collected from the sixth and ninth grade pupils of both schools. The aim of this work is to discern possible differences in the children´s creativity at both types of schools.

Há algumas décadas, estudos vêm sendo desenvolvidos com o intuito de analisar o impacto da mídia, e da publicidade, no desenvolvimento infantil. Entre os alertas sobre o desaparecimento da infância e a euforia provocada pelas possibilidades das novas tecnologias, os Estudos Culturais propõem a discussão do tema sob a ótica de questões como cultura, identidade e poder. Nesse sentido, este trabalho pretende colaborar com o debate ao revisar a bibliografia e observar empiricamente a relação criança, escola e mídia segundo métodos pedagógicos específicos (pedagogia Waldorf, mídia-educação e uso das TICs - Tecnologias da Informação e Comunicação - em sala de aula). Os resultados desta investigação refutaram a hipótese inicial de que uma pedagogia que evite ao máximo o contato com os meios eletrônicos pudesse resultar em crianças com um menor consumo de mídia. / For some decades, studies have been developed in order to analyze the impact of media and advertising in child development. Among the warnings about the disappearance of childhood and the euphoria caused by the possibilities of new technologies, the Cultural Studies propose to discuss the topic from the perspective of matters such as culture, identity and power. In this way, this work intends to collaborate to the debate by reviewing the literature and empirically observe the relationship between child, school and media according to specific educational methods (Waldorf pedagogy, media education and use of ICTs - information and communication technologies - in the classroom). The results of this investigation disproved initial hypothesis that pedagogy that avoids the most contact with the electronic media could result in children with lower use of media.

A presente dissertação de mestrado propõe-se, por meio de revisão bibliográfica, a atualizar as competências clássicas do ler, escrever e contar. A partir da problemática atual quanto ao desinteresse dos alunos em relação à escola e seus saberes, procura investigar a ampliação das competências pessoais no campo educativo. Baseia-se em experiências recolhidas na prática da pedagogia Waldorf e busca embasá-las em autores que possibilitem uma compreensão reinterpretada do assunto. Mais especificamente, o estudo apresenta parte da história das competências valorizadas pela educação, como, por exemplo, o Trivium e o Quadrivium, até recentemente a apresentação das competências elencadas pelo Exame Nacional do Ensino Médio (ENEM) e aprofundadas por Machado. Alicerçado nesse conhecimento, o trabalho tem o propósito de ampliar as capacidades da compreensão e expressão, da argumentação e decisão e da contextualização e imaginação em três grandes eixos de capacidade pessoais. Por meio dos autores Ortega y Gasset, Arendt, Cassirer e Gusdorf, as ideias de pessoa e de linguagem representam o ponto de partida do campo investigativo. As competências da compreensão e expressão são ampliadas por meio do diálogo, sendo este revisitado em Sócrates e aprofundado em Arendt, Gusdorf e Cassirer. Mediante o emprego da argumentação embasada na ética habermasiana, busca-se uma atualização do par formado por argumentação e decisão. Finalizando, a narrativa ressignifica o terceiro par de competências por meio dos autores Bruner, Ricoeur, Arendt e Machado. Conclui-se, por fim, o valor do aprendizado tácito na educação por meio do processo interpessoal e dialógico e da narrativa como possibilidade de situar o ser humano em seu meio cultural; a ampliação das competências como restauradora do interesse e da motivação para o autodesenvolvimento do aluno. Também, o valor da autoridade, da ética e da constante atualização no campo educativo da atualidade faz parte da conclusão. / The present Masters dissertation proposes, by means of a bibliographic review, to update the conventional skills of reading, writing and narrating. From the current problems onwards, regarding lack of students interest in relation to school and knowledge, it has been investigated the broadening of personal skills in the educational field. It is based on the experiences gathered in the Waldorf Pedagogy practice and it is supported by authors that make the reinterpreted understanding of the subject possible. More specifically, the study presents part of the story of the skills valued by education, such as the Trivium and the Quadrivium, until recently the presentation of the skills listed by the Exame Nacional do Ensino Médio (High School National Exam) and detailed by Machado. Based on knowledge, the purpose of the study is to extend the capacity of understanding and communicating, of arguing and deciding as well as of contextualizing and imagining in three different pillars of the personal skill. Through the authors Ortega y Gasset, Arendt, Cassirer and Gusdorf, the idea of a person and the idea of language represent the starting point of the investigative field. The capacity of understanding and communicating are expanded through dialogue, which is being revisited in Socrates and detailed in Arendt, Gusdorf and Cassirer. Making use of argumentation based on Habermasians ethics, this study aims to update the pair formed by argumentation and decision. Finalizing, the narrative gives a new meaning to the third pair of capacities through the authors Bruner, Ricoeur, Arendt and Machado. It is concluded that, the value of the tacit learning in education, through interpersonal and dialogic process and through narrative as a possibility to place the human being in his cultural environment; the broadening of skills as a restorer of the interest and motivation for the student\'s selfdevelopment. The value of authority, ethics and the continuous updating in the educational field of the present time are also part of the conclusion.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-11-16T13:19:09Z No. of bitstreams: 2 Dissertação - Renata da Silva Matos - 2017.pdf: 1395951 bytes, checksum: d2db5cdb5ba16cc33d846f9143f0f13a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-11-16T13:19:43Z (GMT) No. of bitstreams: 2 Dissertação - Renata da Silva Matos - 2017.pdf: 1395951 bytes, checksum: d2db5cdb5ba16cc33d846f9143f0f13a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-11-16T13:19:43Z (GMT). No. of bitstreams: 2 Dissertação - Renata da Silva Matos - 2017.pdf: 1395951 bytes, checksum: d2db5cdb5ba16cc33d846f9143f0f13a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-10-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is a qualitative research, with elements of the case study, which seeks to find, in the school practices of the Waldorf pedagogy, actions related to the evaluation, in order to analyze them and discuss them according to the main theories of the evaluation of the learning. To this end, we sought to follow the work carried out at a Waldorf pedagogy school in the city of Goiânia, Goiás. As instruments used to collect data related to this research, we present the documentary analysis that deals with documents related to the pedagogical practices of the school, the direct observation of a Waldorf classroom in his daily life, and the semi-structured interview with a Waldorf teacher. In this way, we seek to emerge the necessary elements to discuss the evaluative practices of a school that relies on the Waldorf Pedagogy, regarding the didactic-methodological aspects of this proposal. / Esta pesquisa trata-se de uma pesquisa qualitativa, com elementos do estudo de caso, que busca encontrar, nas práticas escolares da pedagogia Waldorf, ações relativas à avaliação, a fim de analisá-las e discuti-las segundo as principais teorias da avaliação da aprendizagem. Para isso, buscamos acompanhar o trabalho realizado em uma escola de pedagogia Waldorf, na cidade de Goiânia, Goiás. Como instrumentos utilizados para a coleta dos dados referentes a esta pesquisa, apresentamos a análise documental que trata de documentos relativos às práticas pedagógicas da escola, a observação direta de uma sala de aula Waldorf, em seu dia a dia, e a entrevista semiestruturada realizada com uma professora Waldorf. Buscamos, desse modo, fazer emergir os elementos necessários para discutir as práticas avaliativas de uma escola que se apoia na Pedagogia Waldorf, no que diz respeito aos aspectos didáticometodológicos dessa proposta.