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Master's Dissertation
DOI
https://doi.org/10.11606/D.48.2021.tde-28062021-115346
Document
Author
Full name
Miguel José Garcia Martins de Oliveira
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2021
Supervisor
Committee
Cacete, Nuria Hanglei (President)
Camargo, Luís Fernando de Freitas
Girotto, Eduardo Donizeti
Title in Portuguese
A disciplina de geografia no contexto do ensino médio de escolas Waldorf
Keywords in Portuguese
Currículo
Ensino médio
Geografia
Pedagogia Waldorf
Abstract in Portuguese
Este trabalho tem como principal objeto de investigação as particularidades que caracterizam a Pedagogia Waldorf para, em seguida, analisar a forma como elas se realizam no ensino da disciplina de Geografia ao longo dos anos do Ensino Médio. Com tal intento, esta pesquisa começa com um resgate histórico que situa a criação da Pedagogia Waldorf em 1919 pelo austríaco Rudolf Steiner (1861-1925) em um contexto de intensas transformações e revoluções sociais, científicas, filosóficas e pedagógicas, e, em seguida, busca compreender a vinda desse sistema pedagógico para o Brasil na década de 50 e maior expansão a partir dos anos 90. Em seguida, a investigação segue com a exploração de alguns dos principais elementos que caracterizam a Pedagogia Waldorf a partir da análise do ensino por meio de faixas etárias os chamados setênios ; a busca de uma formação integral do estudante a partir dos âmbitos do pensar, sentir e querer; e a concepção de currículo que embasa a pedagogia. Em um terceiro momento, a disciplina de Geografia dentro da Pedagogia Waldorf é estudada por meio das indicações curriculares e metodológicas, especialmente nos anos do Ensino Médio, e pela maneira como ela se insere dentro de um modelo de aula de ciências desse sistema pedagógico. Por fim, a maneira como teoria e prática sobre a Pedagogia Waldorf se realiza por meio das aulas de Geografia no Ensino Médio é explorada por meio de entrevistas e relato de professores que atuam ou já atuaram com essa disciplina nesse modelo pedagógico.
Title in English
The discipline of geography in the context of Waldorf schools high school
Keywords in English
Curriculum
Geography
High school
Waldorf pedagogy
Abstract in English
This work has as its main object of investigation the particularities that characterize Waldorf Pedagogy to, then, analyze the way they are carried out in the teaching of the discipline of Geography throughout the years of High School. With this intent, this research begins with a historical rescue that situates the creation of Waldorf Education in 1919 by the Austrian Rudolf Steiner (1861-1925) in a context of intense social, scientific, philosophical and pedagogical transformations and revolutions, and then seeks to understand the coming of this pedagogical system to Brazil in the 1950s and further expansion from the 1990s. Then, the investigation continues with the exploration of some of the main elements that characterize Waldorf Education from the analysis of teaching through age groups - the so-called seven-years stages -; the search for a comprehensive education of the student from the spheres of thinking, feeling and wanting; and the curriculum design that underlies pedagogy. In a third moment, the discipline of Geography within Waldorf Pedagogy is studied by means of curricular and methodological indications, especially in the years of High School, and how it fits into a model of science class of this pedagogical system. Finally, the way in which theory and practice about Waldorf Pedagogy takes place through Geography classes in High School is explored through interviews and reports from teachers who work or have worked with this discipline in this pedagogical model.
 
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Publishing Date
2021-06-28
 
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