Os princípios pedagógicos de Freire e Steiner e suas relações com os meios eletrônicos do cotidiano discente

• Ano de defesa: 2015
• Autor(a) principal: Reis, Claudia de Jesus Tietsche [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Freire, Paulo, 1921-1997; Steiner, Rudolf 1861-1925; Education informatics; Educação humanistica; Informática na educação; Televisão; Video games; Computadores; Tecnologia; Autonomia escolar
• Link de acesso: http://hdl.handle.net/11449/134168; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/22-01-2016/000857699.pdf

This paper investigates the pedagogical principles of Paulo Freire and Rudolf Steiner in how they approach the student reality, as influenced by electronic media - television, videogame and computer. The methodology is qualitative and data were collected in the pedagogic projects and semi-structured interviews. The management teams and three teachers from each school, one Waldorf and one Freire, both in the interior of São Paulo State, were interviewed. Data analysis used the evidentiary paradigm proposed by Carlo Ginzburg. It was concluded that the two pedagogies have in common not using handouts and encouragement of the teacher‟s autonomy. In addition, the Waldorf prioritizes the individual development of students towards the social, and Freire, the social context as a formative basis for the construction of the individual. In addressing the electronic media, it was identified care: the Waldorf pedagogy defends the artistic experience and an individual pace of driving of the contents, as impulse to meet the needs of students; Freire's pedagogy believes in the interdisciplinary content, practiced in the form of projects that change every year, attracting the interest of students. Steiner and Freire did not live with twenty-first century technology, but their contributions warn that electronic media are not the most important part in the school context; therefore, humanistic education, advocated by both, seeks to educate the individuals critically and independently, historically situated in the world. To be a teacher imply educate himself/herself permanently, and consider the student action from student‟s being and recognizing