Formação de professores no contexto das propostas pedagógicas de Rudolf Steiner (pedagogia Waldorf), Maria Montessori e da experiência da Escola da Ponte

• Ano de defesa: 2015
• Autor(a) principal: Santos, Evelaine Cruz dos [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Escola da Ponte (Portugal); Professores - Formação; Waldorf, Metodo de educação; Montessori, Metodo de educação; Teachers, Training of
• Link de acesso: http://hdl.handle.net/11449/132194; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/13-11-2015/000853977.pdf

The objective of this research was to investigate how is the process of training teachers who work in the context of educational proposals Waldorf, Montessori and the experience of the Ponte School(Bridge School), focusing on specific training courses for each of these proposals. Data were collected through the participation of the researcher as a student in training courses for each of the proposals in the periods 2009 to 2013, field work in schools that adopt the proposals referred to, conversations with teachers, seven interviews and a questionnaire, with teachers and /or trainers who work or have worked in these proposals. Data were recorded in an expanded field notes and interviews were audio-recorded and transcribed. The material was interpreted and discussed qualitatively, according to an interpretive ethnographic. This entire process was presented through narratives that revealed the lived experience of the researcher both in training courses as in schools and also made explicit discussions that occurs as the teacher training process to act on the three proposals, highlighting how the teaching of Mathematics It was approached these formations. A reflection on the themes that emerged was held. In the proposed, Waldorf highlight the theoretical-philosophical and methodological assumptions that underlie that are: self-knowledge (knowledge of self); the arts; and the class teacher (generalist teacher). In the method of Maria Montessori emphasize the theoretical-philosophical and methodological assumptions that underlie and its subsequent update, the importance of practice / training and self-knowledge. The experience of the Ponte School(Bridge School) excelled focused training in school (particularly the study circle). The research contributes to discussions for the training of teachers who teach Mathematics, pointing in particular to the inner teacher training through knowledge of himself, shed which is considered in the proposals ...