Made available in DSpace on 2016-12-08T17:06:44Z (GMT). No. of bitstreams: 1 115727.pdf: 1759395 bytes, checksum: 31fd1d6a4208eba98008634894930f68 (MD5) Previous issue date: 2014-03-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The educational legislation, specially the one which demands the music education in schools, and the inclusive education are polemic subjects and invite for the reflexion of processes about musical and inclusive education inside the classroom and the teacher training. This present research then has the aim at investigating the dimensions of musical practice of a main teacher in a beginning class of primary school at a Waldorf School, in an inclusive context. It was also tried to identify the knowledge construction and how they are arranged in the pedagogical practice of this teacher, her conceptions about inclusive education and the music practice, describing which methodological strategies are used by this teacher. The chosen method was the case study in a qualitative approach. The Anabá Waldorf School in Florinanópolis/SC was set to be the case unit. The data was collected through interactive observations, semi structured interviews and the analysis of documents. The theoretical reference is divided in two parts. About the repertory of teaching knowledge it is based on the plurality of knowledge of Gauthier (et al., 2006), and in the epistemology of the teaching practice of Tardif (2008). Other writers such as Nóvoa (2009), Azevedo (2007), Pimenta (2002), Rios (2002) and Borges (2001) also extend the conceptions about competence and ability of the teacher. About the Waldorf Education it is based on the worldview of Rudolf Steiner (2013; 2007; 1996; 1990; 1988; 1986;1974). In the understanding of the child development stages it is based on Lievegoed (1996;1991) and in the indications of method and curriculum by Federação das Escolas Waldorf no Brasil (FEWB, 2010; 2007; 1999). The data analysis was built from the categories of teacher knowledge and the Waldorf Pedagogy and the musical and inclusive pedagogical practices. Each thematic axis implies the dimension of the musical education practiced in the rhythm circles, once the investigated teacher is the main teacher of the class and is not specialized in music. The results highlight the importance of participation and awareness of the whole school community in the appreciation and support of cognitive, social and human development, once the study permeated the inclusion inside the classroom. The principles of Waldorf Pedagogy in its qualitative way of evaluation, with the same teacher carrying the class for the following years and the interdisciplinary cooperation can contribute for the musical and inclusive development. The attendance of the pedagogical practices of the investigated teacher highlighted the importance of these knowledge acquired through the teacher performance and the importance of these in the inclusion of disabled students with their classmates, specially in the moments of musical practice. / A legislação educacional, em especial a que traz a obrigatoriedade do ensino de música nas escolas e a educação inclusiva são temas polêmicos e que instigam reflexões sobre os processos de educação inclusiva e musical em sala de aula e o preparo dos professores. A presente pesquisa se propôs então a investigar as dimensões das práticas musicais de uma professora de classe de série inicial do ensino fundamental de uma escola Waldorf, em contexto inclusivo. Buscou-se também identificar a construção dos saberes e como os mesmos são mobilizados na prática pedagógica desta professora, suas concepções sobre a educação inclusiva e o fazer musical, descrevendo quais estratégias metodológicas são utilizadas por esta professora. O método escolhido foi o estudo de caso, numa abordagem qualitativa. Como unidade de caso foi escolhida a Escola Waldorf Anabá de Florianópolis/SC. Os dados foram coletados através de observações participantes, entrevistas semiestruturadas e análise de documentos. O referencial teórico está dividido em duas partes. Sobre o repertório de conhecimento docente está fundamentado na pluralidade de saberes de Gauthier (et al., 2006) e na epistemologia da prática docente de Tardif (2008). Outros autores como Nóvoa (2009), Azevedo (2007), Pimenta (2002), Rios (2002) e Borges (2001) também ampliam as concepções sobre competência e habilidades do professor. Sobre a pedagogia Waldorf está fundamentado na cosmovisão de Rudolf Steiner (2013; 2007; 1996; 1990; 1988; 1986; 1974). No entendimento sobre etapas de desenvolvimento da criança fundamentado em Lievegoed (1996; 1991) e nas indicações de metodologia e currículo na Federação das Escolas Waldorf no Brasil (FEWB, 2010; 2007; 1999). A análise dos dados foi construída a partir das categorias dos saberes docentes, a pedagogia Waldorf e as práticas pedagógicas inclusivas e musicais. Cada eixo temático envolve a dimensão da educação musical praticada nas rodas rítmicas, uma vez que a professora investigada é a professora de classe da turma e não especialista em música. Os resultados evidenciam a importância da participação e tomada de consciência de toda a comunidade escolar na valorização e apoio ao desenvolvimento cognitivo, social e humano, já que o estudo permeou a inclusão em sala de aula. Os princípios da pedagogia Waldorf da sua maneira qualitativa de avaliação, acompanhamento do mesmo professor em anos sequentes e cooperação interdisciplinar podem contribuir para o desenvolvimento musical e inclusivo. O acompanhamento das práticas pedagógicas da professora investigada evidenciou a importância desses saberes adquiridos ao longo da atuação docente e a importância destes na inclusão de alunos com deficiências com os outros colegas, principalmente nos momentos de atividade musical.

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.

Orientador: Mauricio Tragtenberg / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-13T21:13:08Z (GMT). No. of bitstreams: 1 Struchel_MariaAparecidaZaparolli_M.pdf: 5316776 bytes, checksum: ef6e71f7a67e2ef7e3c163fabc55d866 (MD5) Previous issue date: 1988 / Mestrado

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No. of bitstreams: 1 analeticiaduintavares.pdf: 3764571 bytes, checksum: 7188ba4ac445c3eec56457d272be1632 (MD5) Previous issue date: 2013-09-04 / O interesse em pensar uma prática pedagógica que considere o protagonismo da criança me levou a realizar a presente pesquisa que tem como objetivo compreender se e como a prática pedagógica baseada na antroposofia, em especial o papel do brincar nessa prática, possibilita o tempo-lugar de criação, negociações e o compartilhamento de significados – cultura de pares, segundo Corsaro (2009) entre as crianças na educação infantil. Decorrentes desse objetivo surgiram algumas questões: quais os princípios da Pedagogia Waldorf contribuem para a emergência da cultura de pares entre as crianças? Como se dá a mediação do professor nesse processo? Qual o papel do brincar na construção da cultura de pares no contexto da Pedagogia Waldorf? Percebi a possibilidade de compreender essas questões tecendo um diálogo entre a filosofia antroposófica, por enfatizar o aspecto integral do ser humano; a sociologia da infância, por reconhecer e valorizar a autonomia da criança e concebê-la enquanto criadora de culturas próprias e a perspectiva histórico-cultural, por trazer a dimensão cultural na constituição dos sujeitos. O diálogo estabelecido entre as três perspectivas teóricas em torno dos eixos: a natureza do ser humano, o desenvolvimento infantil e o brincar pôde ser mais aprofundado a partir da observação da prática pedagógica. Considerando que esse foi o meu ponto de partida, ou seja, o fazer pedagógico e o fato de ter o interesse em conhecer um caso particular, uma situação específica: a cultura de pares entre crianças no contexto da Pedagogia Waldorf, levando em conta seu contexto e complexidade, decidi adotar uma forma de fazer pesquisa que é o estudo de caso do tipo etnográfico. O trabalho de campo foi realizado na escola Paineira, fundamentada na Pedagogia Waldorf, situada em Juiz de Fora, no bairro São Pedro. Foram escolhidos como sujeitos da pesquisa uma professora e crianças de 3 a 6 anos (uma turma do jardim de infância). Foram utilizados como instrumentos de produção de dados: a observação participante, de acordo com os princípios da etnografia, como também fotografias dos espaços vivenciados pelas crianças. A análise das situações vividas entre as crianças no contexto da Pedagogia Waldorf me permitiu afirmar que o ritmo, considerado um dos princípios fundamentais da Educação Infantil na perspectiva antroposófica, é um elemento que favorece a emergência da cultura de pares entre as crianças. O ambiente construído no interior do ritmo, envolvendo os tipos de objetos oferecidos, a atuação da professora, os espaços utilizados, os tempos disponíveis são elementos relevantes que atuam diretamente na atividade da criança, no sentido apontado por Vygotsky, pois aquela é construída nas condições concretas de vida. / The interest in thinking a pedagogical practice that considers the principal role of the child led me to work out this research in order to understand whether and how the teaching practice based on anthroposophy, especially the importance of playing in this practice, enables time - place creation, negotiation and sharing of meanings - match culture, according to Corsaro (2009) among children in childhood education. From this goal, new questions have arisen: what are the principles of Waldorf pedagogy contribute to the emergence of the match culture among children? How the mediation of the teacher occur in this process? What is the importance of playing in the construction of match culture in the context of Waldorf pedagogy? I realized the possibility of understanding these issues establishing a dialogue between the anthroposophic philosophy, which emphasizes the integral aspect of the human being; the sociology of childhood, which recognizes and values the child's autonomy, and considers the child creative of their own cultures and historical perspective cultural, which brings the cultural dimension in the individual’s constitution. The dialogue established between the three theoretical perspectives around the themes: the nature of the human being, child development and playing could be further from the observation of teaching practice. Considering that this was my starting point, the pedagogical practice, and the interest in learning a particular case, a specific situation: a match culture among children in the context of Waldorf pedagogy, considering its context and complexity, I decided to adopt the ethnographic case study. The fieldwork took place in Paineira school, which is based on the Waldorf Pedagogy, located in Juiz de Fora. It was chosen as the research subjects a teacher and 3-6 years children (a class of kindergarten). It was used as instruments of data production: participant observation, in accordance with the principles of ethnography, as well as photographs of the spaces experienced by the children. The analysis of the situations experienced by the children, in the context of Waldorf pedagogy education, allowed me to say that the rhythm, which is considered one of the fundamental principles of early childhood education in anthroposophic perspective, is an element that favors the emergence of match culture among children. The environment built within the rhythm, involving the objects offered, the teacher’s performance, the spaces used, and times available are relevant factors that act directly on the child's activity, which is developed based on the concrete life conditions, as pointed out by Vygotsky.

Waldorf pedagogy emerged from anthroposophy and has the same founder, Rudolf Steiner. Because of this, there are some researchers and public debaters who discuss how and in what ways Waldorf pedagogy is shaped by anthroposophy. When these sources suggest that Waldorf education is characterized by anthroposophy, one can wonder if the school subjects in Waldorf schools may also be characterized by anthroposophy. As a future teacher of religion, I would like to see if religious education (RE) at Waldorf schools is characterized by anthroposophy, partly because of my own interest and edification, and partly to elevate and give room for teachers of religion in Waldorf schools, since it has not happened before. This essay examines if RE in Waldorf schools is characterized by anthroposophy through looking at what kind of teaching materials are used in RE and if teachers of religion are anthroposophists. This essay is based on a qualitative method that focuses on interviews with seven teachers of religion in five different Waldorf schools in Stockholm. In view of the collected material, every respondent stated that RE could be shaped by an anthroposophical view of the human being if the teacher of religion chooses to use the curriculum of Waldorf schools. Whereas the curriculum is characterized by anthroposophy with its perspective on human development stages, RE in Waldorf schools could also be influenced by it if the teacher of religion chooses to use as a part of the education.

This diploma thesis focuses on inclusive education at alternative elementary schools such as Montessori and Waldorf. Alternative education is experiencing great boom and the number of schools and pupils educated in non-traditional ways has risen. In 2016 has been also newly institutionalized policy about inclusive education that has the aim to include children with special educational needs into standard educational process. Aim of this thesis is to find out whether Montessori and Waldorf are more suitable for these children. This thesis also identifies relationships between alternative elementary schools and the public sector, or more precisely how are these relationships perceived by education policy makers. Lastly, this paper describes and explains relationships between parties playing important part in inclusive education and elementary schools. Methodology used in this thesis is qualitative research and research design is represented by single-case study. Used data are collected from three half- structured interviews with elementary school principals. Secondary data were obtained through various documents, cases and reports. analyzed using technique called thematic coding. Alternative (and above all Montessori) schools showed as very suitable for children with special educational needs. But...

Work in the six chapters first formulates thesis of the need to address the problem of loss of quality of teaching of the Catholic religion. This is then given to the second chapter, which carefully considers its history. After a brief third chapter which collectively will talk about alternative education speak collectively alternative education is included in this current analytical processing analysis Montessori and Waldorf education. It analysis processes the history of the founders of both pedagogies and the relation to the didactic triangle educator - curriculum - student. The sixth chapter is a synthesis of findings and draw conclusions about the relationship of spirituality to Christianity and usability of teaching methods. Keywords Christianity, education, Montessori, Waldorf, teacher, student

Detta examensarbete handlar om klassrumsmiljö, vad pedagogerna tänker kring den och hur stort inflytande eleverna har. Idéen till denna studie kom från en diskussion om elevers behov, inkludering och exkludering samt deras möjlighet till påverkan av klassrummet under sin egen skolgång.Syftet med denna studie är att se hur några klasslärare utformar sina klassrum samt hur stordel eleverna kan och får påverka. Vi kommer även att undersöka de olika pedagogikerna, Reggio Emilia, Waldorf och Vittra, och vilka tankar dessa pedagogiker har kring sin klassrumsmiljö. Vi har genomfört en kvalitativ intervju med mailfrågor och lärarna vi intervjuat kommer från olika delar i Sverige och undervisar på lågstadiet.Resultatet visar på att eleverna inte har så stort inflytande, men att lärarna ändå har en tanke kring utformningen av sitt klassrum. Majoriteten av lärarna har läshörna med soffor eller annan rumsindelning, en del av lärarna kan påverka detta medan i andra fall styr pedagogiken. Deras elever sitter för det mesta i rader eller öar tillsammans med en starkare eller svagare kamrat och får sällan välja vem den kamraten är.

Syftet med denna studie är att bidra med kunskap om vilken inverkan skolan har på elevers kreativa utveckling och inlärning där fokus ligger på elever som studerar eller tidigare studerat estetiska ämnen på gymnasial nivå. I studien jämförs två pedagogiska tillvägagångssätt för undervisning, kommunal pedagogik och Waldorfpedagogik. Detta fullföljdes medelst sex muntliga intervjuer med lärare och elever från ett kommunalt gymnasium samt ett Waldorfgymnasium. Eleverna tillfrågades huvudsakligen om hur de upplevt att skolan påverkat deras kreativa utveckling och inlärning medan lärarna huvudsakligen tillfrågades hur de upplever sig påverka sina elever.Det övergripande resultatet visar på att skolan erhåller kvalifikationer som påverkar elevernas kreativa utveckling och inlärning både positivt och negativt. Eleverna upplever bland annat att lärare generellt främjar deras kreativa utveckling och inlärning medan de upplever saker såsom betygsystemet som hämmande. Resultatet visar även på att elever påverkas i olika grad av samhälleliga faktorer, såsom synen på misslyckanden och oro för framtiden.

The aim of the study is to investigate reasoning about variation in learning, made by Waldorf, Freinet- and Bifrost pedagogues. The focal points are how the pedagogues reason about variation in learning and why they want to use variation. It is a qualitative study, and it is done through interviews with one Waldorf pedagogue, one Freinet pedagogue and one Bifrost pedagogue. The conversation with each pedagogue is complemented by literature that describes and discusses each pedagogue’s specific teaching method.The results of the study are linked to different theories and reasoning by scientists and professors. Two scientists are Ference Marton and Shirley Booth who investigated variation in learning. A professor is Tamás Bartfai who reason about the importance of supporting children’s creativity and the possibility of finding a variation of alternatives, which is done through encouraging children’s belief that there always could be another option or solution. Together with these, other theories and reasoning are linked to the results of the investigation.The three pedagogues reason that variation is created by opportunities and choices, that help children develop their creative sides and to see things from other perspectives. This has a positive impact on the students’ personal growth, since it encourages the student to learn and gives her or him the motivation and curiosity that is needed in order to make learning joyful.