Roteiro de aula de ciências à luz da pedagogia Waldorf

• Ano de defesa: 2015
• Autor(a) principal: Welter, Clarissa Moesch
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Ensino de Ciências Naturais
• Palavras-chave em Português: Ensino de ciências; Rudolf Steiner; Pedagogia Waldorf; Ensino fundamental; Escolas da rede pública; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Science teaching; Waldorf pedagogy; Middle school; Publics schools
• Link de acesso: http://ri.ufmt.br/handle/1/2093

In this study, a lesson script was implemented in light of the Waldorf Pedagogy, following the steps proposed by Rudolf Steiner for science classes. The importance of pedagogical practices that affect the student in all its fullness (that is, physical, cognitive and emotional), and the absence of a public school in Cuiaba that uses the Waldorf Pedagogy as part of the Political Pedagogical Project justify the purpose of provoking teachers and students of the public school of Cuiaba to another perspective to Science Teaching. The Waldorf Pedagogy prioritizes experiences and actions which focus on reflective and non-mechanical thoughts. In addition, it is concerned with forming human beings that are freethinkers, capable of finding for themselves purpose and direction, and in search for an active, autonomous life. During the recalling, questions are asked about past experiences and students respond by constructing the concepts. The research had a qualitative approach with three teachers and seventy-five students having participated. There were three ninth- grade classes from two state schools in the southern zone of Cuiaba. The results show that teachers were able to observe and evaluate their pedagogical practices, transforming the vision they had about the function of the experiences in the classroom. They saw viability in the use of the script which follows the steps of a science class from the perspective of the Waldorf Pedagogy. The students demonstrated high participation and several managed to grasp the concepts autonomously