Ensino de ciências na pedagogia Waldorf: intenções e ações
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Data
2015-07-08
Autores
Figueiredo, Carolina Gulyas [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
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.
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.
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Palavras-chave
Pedagogia Waldorf, Fenomenologia, Rudolf Steiner, Ensino de Ciências, Waldorf Pedagogy, Science education, Phenomenology