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Previous issue date: 2017-06-30 / Não recebi financiamento / The present research leaned over at basics notions of Anthroposophy in the attempt to delve into the issues that brought to the surface the need to seek another look at education. The Waldorf Pedagogy emerged from a local need in Stuttgart, Germany, in 1919 and has been multiplying exponentially these days around the globe. Teacher’s training within this pedagogy takes the form of seminars over three to four and a half years. This study sought through the (auto)biographical narrative of three teachers at different moments of the training, pointed out and discussed the formative marks presented and what the impacts of this formation on the teacher who have chosen it. Four formative marks were defined - Responsibility in the formation of other human beings, critical thinking about the traditional pedagogical processes, admiration for the individual character of the Waldorf pedagogy and search for several forms of spirituality and, or, by the Anthroposophical Spiritual Science. This study showed the focus of the Waldorf formation on the individualities of each teacher that aims to enable them in the act of showing their students their unique characteristics. / A presente pesquisa debruçou-se sobre noções básicas da Antroposofia no intento de se aprofundar nas questões que trouxeram à tona a necessidade de buscar um outro olhar para a educação. A Pedagogia Waldorf surgiu de uma necessidade local de Stuttgart, Alemanha, em 1919 e vem se multiplicando exponencialmente nos dias de hoje ao redor de todo o globo. A formação docente dentro da referida pedagogia se dá na forma de seminários ao longo de três a quatro anos e meio. Este estudo buscou, através da narrativa (auto)biográfica de três professoras em momentos diferentes da formação, apontou e discutiu as marcas formativas presentes e quais os impactos dessa formação no professor que a escolhe. Foram delimitadas quatro marcas formativas – Responsabilidade na formação de outros seres humanos, pensamento crítico acerca dos processos pedagógicos tradicionais, admiração pelo caráter individual da pedagogia Waldorf e busca por formas varias de espiritualidade e, ou, pela Ciência Espiritual Antroposófica. Este estudo mostrou o foco da formação Waldorf nas individualidades de cada professora, que visa capacitá-las no ato de fazer transparecer em seus alunos suas características únicas.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufscar.br:ufscar/9201 |
| Date | 30 June 2017 |
| Creators | Fernandes, Maria Martha Stussi |
| Contributors | Fernandes, Hylio Laganá |
| Publisher | Universidade Federal de São Carlos, Câmpus Sorocaba, Programa de Pós-graduação em Educação (Campus SOROCABA), UFSCar |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFSCAR, instname:Universidade Federal de São Carlos, instacron:UFSCAR |
| Rights | info:eu-repo/semantics/openAccess |
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