Syftet med denna studie är att undersöka hur Waldorfförskollärare förmedlar Waldorfpedagogik i praktiken utifrån de riktlinjer och krav som formuleras i förskolans styrdokument. Utifrån studiens syfte har följande frågeställningar formulerats: Inom vilka områden bedömer Waldorfförskollärare att det är utmanande att leva upp till läroplansmålen? Inom vilka områden ser Waldorfförskollärare att läroplanen är en tillgång som öppnar upp för möjligheter i verksamheten? Studien tar utgångspunkt i läroplansteorin, vilken inte betraktas som en enstaka teori utan snarare som ett forskningsfält inom området läroplaner och undervisning. Syftet med läroplansteori som forskningsperspektiv är att bidra med kunskap om förskolans och undervisningens mål, innehåll och form. Waldorfförskollärares kunskaper och erfarenheter från praktiken i Waldorfförskolan blir underlag för att få svar på problemformuleringen. Därför har en kvalitativ forskningsmetod använts i studien genom semistrukturerade intervjuer med Waldorfförskollärare, vilka spelades in för att sedan transkriberas och analyseras. De resultat som framkommer i studien är att Waldorfförskollärare anser att det är utmanande att leva upp till de krav som formuleras i läroplanen med anknytning till digitala verktyg och medier. Det framkommer också att det finns utmaningar med dokumentationsarbetet, en del av det systematiska kvalitetsarbetet i Waldorfförskolan. Begreppen undervisning och utbildning är något som känns självklart och naturligt beskriver Waldorfförskollärare. Det beskrivs som en möjlighet att förundras, utvecklas och lära sig i gemenskap. Samtidigt framkommer det i studien att Waldorfförskollärare ser läroplanen som ett verktyg och ett stöd i verksamheten. Förskolans läroplan skapar förutsättningar för en likvärdig utbildning, god kvalitet samt en möjlighet för att skapa förutsättningar för barns utveckling och lärande i verksamheten.

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The topic of this thesis is the pedagogy of Rudolf Steiner in the Czech educational system. The theoretical part is divided into three sections. The first chapter is dedicated to the founder of waldorf education Rudolf Steiner, it deals with his life, work and his legacy to the Czech pedagogical environment. The second chapter describes the free school of Rudolf Steiner, its origin, specifications and evolution of Steiner's education. The last chapter of the theoretical part is focused on Steiner's pedagogy in the Czech education system and studies application of the Steiner's pedagogy at each of the levels of the Czech school system. The empirical part deals with describtions of several Czech primary Steiner's schools and compares them from the point of view of chosen areas of origin, evolution and implementation of Rudolf Steiner's ideas. In the last chapter of the thesis the before mentioned areas of Czech Steiner's schools are compared in short with Steiner's schools in the Eindhoven in Netherlands. Keywords Rudolf Steiner, waldorf education, anthroposophy, Czech waldorf schools, Steiner's special education, eurythm

This dissertation examines the potential congruencies and complementarities of Waldorf education, Culturally Relevant Pedagogy (CRP), Culturally Responsive Schooling (CRS), Critical Pedagogy and Native American and Indigenous education. Waldorf education, a German education reform developed in the early 1920s, is a little researched schooling system, and previous research on this reform has examined its impacts within its traditional contexts, namely, private schools. At the same time, significant literature exists which addresses the importance and efficacy of reforms for students of color such as those in CRP, CRS and Critical Pedagogy. There is also a body of work which points to key pedagogical components which support Native American/Indigenous students in school. This dissertation examines the interplay between all three of these complex systems by examining attempts to integrate them in the classroom. By examining Waldorf education initiatives in three distinct contexts, I demonstrate that these reforms can work in concert without diminishing the efficacy of any of them. I explore three distinct contexts of Waldorf education. The first examined the impacts of Waldorf education on students who participated in the reform in a private Waldorf school, who transitioned to more traditional, mainstream classes. I conducted participant-observation of a local Waldorf school and in-depth interviews with 14 alumni to explore the impact of this reform. In the second context, I examined how students responded to the use of Waldorf-inspired methods in a community college course I taught, and I investigated their experiences of the reform. Seven students who participated were interviewed in order to investigate the impact of these reforms on their experience as college students. These interviews were complemented by teacher-research I conducted while teaching this Waldorf-inspired course. Finally, I explored the potential of Waldorf education as a reform for Native American students, examining my own incorporation of this reform with other pedagogical tools, such as CRP, CRS, and other forms of critical pedagogy. Included in this section of research are my reflections on a course I instructed with Waldorf-inspired reforms. I also explored various accounts of Waldorf-education reforms by tribal communities, like the Lakota Waldorf School in South Dakota. Several findings from the research conducted here are encouraging. Students from Waldorf school environments demonstrate critical skills and critique schooling environments, invoking stances familiar to critical pedagogues. Students from a Waldorf-inspired community college course were also critical of the typical schooling experiences they had encountered, and spoke of the enriching feeling in their Waldorf-inspired course. Investigation into the philosophical tenets of Waldorf education and Native American/Indigenous epistemologies shows several examples of overlap and similarity, the most striking being elements of spiritual belief and practice as foundational to Native American/Indigenous well-being, and the ability of Waldorf education to address this. While these fields may appear unrelated, this study explores the praxis of these seemingly disparate bodies of work, by examining their similarities and differences. Ultimately, I argue that these reforms can work in concert to support the academic success of culturally and linguistically diverse students and Native American/Indigenous students in particular. The research in these three contexts demonstrates need for further investigation into Waldorf education and its potential to support students of all backgrounds.

O trabalho escolar realizado na escola Waldorf com a Matemática tem na percepção sensorial seu ponto de partida. Esta dissertação pretende investigar o papel que essa disciplina desempenha, quando trabalhada sob este viés, na formação do indivíduo. Pressupõe que o autoconhecimento, advindo do amadurecimento sensorial chegando à condição de abstração e liberdade que transcende as âncoras sensoriais, permite instrumentalizar a criança e o jovem conduzindo-os à assunção da condição humana. Parte de uma revisão bibliográfica acerca da sensorialidade humana sob a perspectiva da antroposofia, aponta as etapas do desenvolvimento cognitivo humano, e percorre o desenrolar do currículo da Matemática nas escolas Waldorf, interrelacionando-os e culminando em uma reflexão sobre o tema, desvendando a relação subjacente entre o aprendizado da matemática e a formação do indivíduo. / The work with Mathematics in a Steiner School has as its starting point the sensorial perception. This dissertation will investigate the role that this subject has, when worked on such a way, on the constitution of the human being as an individual. It assumes that self knowledge, which comes from sensory maturing, reaches a condition of abstraction and freedom that transcends sensory anchors, providing tools and allowing the child to assume his/her human condition. The present assumption will be revealed through literature review on human sensory organism under the perspective of anthroposophy, study of the human cognitive development stages, and presentation of the mathematics curriculum in Waldorf schools. This analysis will show the underlying relationship between the learning of Mathematics in a Steiner School and the human process of self construction.

O trabalho escolar realizado na escola Waldorf com a Matemática tem na percepção sensorial seu ponto de partida. Esta dissertação pretende investigar o papel que essa disciplina desempenha, quando trabalhada sob este viés, na formação do indivíduo. Pressupõe que o autoconhecimento, advindo do amadurecimento sensorial chegando à condição de abstração e liberdade que transcende as âncoras sensoriais, permite instrumentalizar a criança e o jovem conduzindo-os à assunção da condição humana. Parte de uma revisão bibliográfica acerca da sensorialidade humana sob a perspectiva da antroposofia, aponta as etapas do desenvolvimento cognitivo humano, e percorre o desenrolar do currículo da Matemática nas escolas Waldorf, interrelacionando-os e culminando em uma reflexão sobre o tema, desvendando a relação subjacente entre o aprendizado da matemática e a formação do indivíduo. / The work with Mathematics in a Steiner School has as its starting point the sensorial perception. This dissertation will investigate the role that this subject has, when worked on such a way, on the constitution of the human being as an individual. It assumes that self knowledge, which comes from sensory maturing, reaches a condition of abstraction and freedom that transcends sensory anchors, providing tools and allowing the child to assume his/her human condition. The present assumption will be revealed through literature review on human sensory organism under the perspective of anthroposophy, study of the human cognitive development stages, and presentation of the mathematics curriculum in Waldorf schools. This analysis will show the underlying relationship between the learning of Mathematics in a Steiner School and the human process of self construction.

Many American preschool children enter kindergarten without the emergent literacy skills needed to learn to read. To address this problem, this multicase qualitative study investigated the emergent literacy practices at Steiner Waldorf-inspired and Reggio Emilia-inspired schools. The research questions focused on how alternative preschool philosophies help staff cultivate emergent literacy skills in young children. The conceptual framework came from Piaget's cognitive development theory, and Vygotsky's sociocultural theory. The study included eight participants from two Reggio Emilia-inspired and two Steiner Waldorf-inspired preschools. Data were collected through open-ended interviews, observations, and analyses of de-identified student work, then subjected to thematic cross-case analysis. Regarding the role of the two philosophies in the development of emergent literacy skills, findings indicated that teachers cited the philosophies leading them to honor their students, focus on the development of the whole child, and act as facilitators for children's oral language development through play. Regarding how program staff apply their program philosophies to creating emergent literacy through the learning environment key, the findings showed that both Steiner Waldorf-inspired and Reggio Emilia-inspired staff viewed the environment as another teacher. Reggio Emilia-inspired staff carefully organized the indoor and outdoor learning environments to provide numerous opportunities for authentic experiences and play, while Waldorf-inspired staff was more likely to draw from nature itself to create opportunities for imaginary play. When children start school with a solid foundation in emergent literacy, they are more likely to be successful readers.

Den här studien är gjord för att beskriva och analysera skillnaderna och likheterna I bildpedagogiken hos den kommunala och waldorfdrivna skolan. Empirin består av två intervjuer med två rektorer tillika bildlärare i waldorfskolan och en jämförelse mellan styrdokumenten. Resultatet visar på att waldorf lägger mer tid till bild utöver bildundervisningen. / This study is made to see the difference and similarities within the art teaching between the county driven schools and the waldorf schools. The first part of the material is two interviews with two principals who is teaching art in waldorf schools. The second part is a comparison of the teaching regulating documents for the both school theories. The result is showing that the waldorf schools is using more time for art teaching outside the art subject.

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No. of bitstreams: 1 Dissertação repositórioUFBA Camile Viana Vieira.pdf: 3419755 bytes, checksum: d7afbc74d963d65103a2dbcad31757fd (MD5) / As formações docentes são, em sua maioria, predominantemente conceituais, seguindo o modelo escolar iluminista que fragmenta o conhecimento e atribui menor importância à ludicidade, à Arte e às demais instâncias subjetivas do docente em formação. Por outro lado, o sistema de ensino, de uma forma geral, atribui ao professor a responsabilidade de empreender uma prática pedagógica inovadora, criativa, que estimule a aprendizagem significativa dos estudantes. Neste sentido, julguei relevante um estudo que refletisse sobre a formação de professores para atuação com a Pedagogia Waldorf, uma pedagogia que anseia desenvolver, através da formação docente continuada, professores capazes de construírem sua prática em consonância com os fundamentos transdisciplinares e enfoque na educação integral (aspectos cognitivos, afetivos e volitivos) do sujeito; para isso, sua proposta de formação docente é composta por aulas teóricas, práticas, lúdicas e artísticas. O objetivo geral dessa pesquisa foi compreender de que maneira a formação continuada de professores em uma perspectiva ludoestética contribui para a prática pedagógica dos docentes do Ensino Fundamental da Escola Rural Dendê da Serra. Buscando identificar as concepções dos professores sobre ludicidade, experiência estética e formação ludoestética; conhecer a percepção dos professores acerca da dimensão ludoestética em seu processo formativo; reconhecer nas práticas pedagógicas dos docentes como se manifestam os princípios de uma prática pedagógica ludoestética, debrucei-me sobre a dinâmica da referida escola, que alicerça seu trabalho na Pedagogia Waldorf. Optei por uma pesquisa de abordagem qualitativa, elegendo o estudo de caso como estratégia investigativa e como técnicas para coleta de dados: questionário, grupo focal e entrevista semiestruturada. A pesquisa assinalou que uma formação docente continuada pautada no desenvolvimento pleno (intelecto, sentimento e ações) do docente, a partir de experiências estéticas, contribui para a realização de uma atuação pedagógica mais criativa que se retroalimenta dos elementos que se interligam para a concretização de uma prática pedagógica ludoestética, aqui compreendida como uma prática que visa à aprendizagem significativa pela sinergia entre o pensar e o agir, desencadeada pelo sentir. / ABSTRACT For the most part, the teacher education is predominantly conceptual, following the educational model of the enlightenment which fragments knowledge and assigns less importance to playfulness, art, and other subjective instances of teachers in training. On the other hand, the educational system, generally, assigns to the teacher the responsibility of developing an innovative and creative pedagogical practice that triggers the significant learning of students. In this regard, I have thought it was relevant to develop a study that concerns the teacher training employing the Waldorf Pedagogy which yearns to develop, through the continued teacher training, teachers able to build their pedagogical practice in consonance with transdisciplinary fundamentals and focused on the integral education (cognitive, emotional, and volitional aspects) of the student. To do so, its proposal of teacher education is composed of theoretical, practical, ludic, and artistic classes. The main goal of this study was to understand how the continued teacher training in a ludo-aesthetics perspective contributes to the pedagogical practices of elementary school teachers from the Dendê da Serra School. Aiming to identify the conceptions of the teachers about playfulness, aesthetic experience, and ludo-aesthetic training; to understand the teachers’ perception of the ludo-aesthetics dimension in its formative process; to recognize how the principles of the ludo-aesthetics arise in the pedagogical practices of the teachers, I have focused on the dynamic of the aforementioned school which underpins its work in the Waldorf Pedagogy. I have opted to a qualitative research approach, electing the case study as the investigative strategy, while selecting questionnaire, focus group, and semi-structured interview as the techniques for the data collection. The research has revealed that a continued teacher training guided by the complete development (intellect, feeling, and actions) of the teacher, through aesthetics experiences, contributes to the accomplishment of a more effective pedagogy which feeds itself of the elements that are intertwined to achieve a ludo-aesthetic pedagogical practice, understood as a practice that aims to attain the significant learning through the synergy between thinking and acting, triggered by the feeling.

nÃo hà / Esta pesquisa apresenta os diferentes significados da alimentaÃÃo na Pedagogia Waldorf, nas prÃticas escolares, baseado no depoimento de mÃes e professoras de uma escola Waldorf de Fortaleza, assim como nas observaÃÃes da mÃe-pesquisadora. Foi pesquisada a literatura utilizada pela prÃpria escola na formaÃÃo de professores e na elaboraÃÃo de seu CurrÃculo, no que tange à AlimentaÃÃo Escolar e a uma possÃvel EducaÃÃo Alimentar e Nutricional. A metodologia de pesquisa eleita foi a qualitativa, conforme MINAYO (1994). ApÃs a pesquisa de campo, analisamos os dados coletados à luz das mais modernas teorias de CurrÃculo, verificando a possÃvel existÃncia de um Curriculo Oculto, conforme Apple, e inferimos que as prÃticas se aproximam daquelas preconizadas por Steiner, fundador da Pedagogia Waldorf, mas se distanciam de seus objetivos de individualizar o olhar sobre a crianÃa, devido à Ãnfase no carÃter coletivo da refeiÃÃo. / This research presents the differents meanings of food in Waldorf Education, according to its practices, based on the speech of mothers and teachers of a Waldorf School in the city of Fortaleza, as well as in the observations of this mother-reasercher. There was a previous search from the literature used by the own school in the studies of their teachers and the creation of their Curriculum, in the matters of School Food and possible Food and Nutritional Education. The method of reaserch chosen was the qualitative, according to MINAYO (1994). After the field research, the collected data was analysed under the modern theories of Curriculum, observing a possible hidden Curriculum, quoting Apple, and it was inferred that the practices follow the orientations of Steiner, founder of Waldorf Education, but are distant from the goals he meant to achieve, of looking at each child individually, because the school enphasys on the aspect of a group meal.