Abstract/Notes: O objetivo desta pesquisa foi investigar como ocorre o processo de formação de professores para atuar no contexto das propostas pedagógicas Waldorf, Montessori e experiência da Escola da Ponte, com enfoque em cursos de formação para cada uma destas propostas. Os dados foram coletados através da participação da pesquisadora como aluna de cursos de formação para cada uma das propostas, ocorridos nos períodos de 2009 a 2013, trabalho de campo em escolas que adotam as propostas referidas, conversas com professores, sete entrevistas e um questionário, com professores e/ou formadores que atuam ou atuaram nestas propostas. Os dados foram registrados em notas de campo expandidas e as entrevistas foram gravadas em áudio e transcritas. O material foi interpretado e discutido de forma qualitativa, segundo um caráter etnográfico interpretativo. Todo esse processo foi apresentado através de narrativas que revelaram a experiência vivida pela pesquisadora tanto nos cursos de formação quanto nas escolas e, também, discussões que explicitaram como ocorre o processo de formação de professores para atuar nas três propostas, destacando como o ensino de Matemática foi abordado nestas formações. Foi realizada uma reflexão sobre os temas que emergiram. Na proposta Waldorf, destacamos os pressupostos teórico-filosófico-metodológicos que a embasam, o autoconhecimento (conhecimento de si mesmo), as artes e o professor de classe (professor generalista). No método de Maria Montessori salientamos os pressupostos teórico-filosófico-metodológicos que o embasam e sua consequente atualização, a importância da prática/estágio e o autoconhecimento. Na experiência da Escola da Ponte sobressaiu-se a formação centrada na escola (destaque para o círculo de estudos). A pesquisa contribui com discussões para a formação de professores que Ensinam Matemática, apontando, em especial, para a formação interior do professor através do conhecimento de si mesmo, vertente que é considerada nas propostas Waldorf e Montessori. [The aim of this research was to investigate how the process of teacher training occurs to act in the context of the Waldorf, Montessori and Escola da Ponte pedagogical proposals, focusing on training courses for each of these proposals. Data were collected through the participation of the researcher as a student of training courses for each of the proposals, which took place in the periods from 2009 to 2013, fieldwork in schools that adopt the aforementioned proposals, conversations with teachers, seven interviews and a questionnaire, with professors and/or trainers who work or have acted on these proposals. Data were recorded in expanded field notes and interviews were audio-recorded and transcribed. The material was interpreted and discussed qualitatively, according to an interpretive ethnographic character. This entire process was presented through narratives that revealed the experience lived by the researcher both in training courses and in schools, and also discussions that explained how the process of teacher training occurs to act in the three proposals, highlighting how the teaching of Mathematics was addressed in these trainings. A reflection was carried out on the themes that emerged. In the Waldorf proposal, we highlight the theoretical-philosophical-methodological assumptions that underlie it, self-knowledge (self-knowledge), the arts and the class teacher (generalist teacher). In Maria Montessori's method, we emphasize the theoretical-philosophical-methodological assumptions that underlie it and its consequent updating, the importance of practice/internship and self-knowledge. In the experience of Escola da Ponte, education centered on the school stood out (highlight for the study circle). The research contributes to discussions for the formation of teachers who Teach Mathematics, pointing, in particular, to the inner formation of the teacher through self-knowledge, an aspect that is considered in the Waldorf and Montessori proposals.]

Language: Portuguese

Published: São Paulo, Brazil, 2015

Language: Dutch

Language: German

Published: Düsseldorf, Germany: Schwann, 1986

ISBN: 3-590-14480-7 978-3-590-14480-4

Language: German

Published: Heidelberg, Germany: Quelle & Meyer, 1968

Edition: 2nd ed.

Series: Anthropologie und Erziehung , 11

Language: German

Published: Heidelberg, Germany: Quelle & Meyer, 1964

Series: Anthropologie und Erziehung , 11

Language: English

Published: Warwick, England, 2001

Abstract/Notes: [Waldorf education and Montessori education, which are holistic education theories, began in Europe in the early 20th century. The two educational theories each established a philosophical basis for education under the anthroposophical and anthropological backgrounds, and also imply similar philosophical backgrounds, such as religious and worldview educational ideas. However, there are differences in methodology. In other words, while the Waldorf educational method fosters creativity through an artistic approach, Montessori emphasizes the intellectual lessons of young children through sensory teaching aids. In other words, the Waldorf early childhood education established by Steiner has developed a teaching methodology through artistic activities for the practice of holistic education and is spreading worldwide. Montessori pedagogy also emphasizes the whole-person education of young children, and sensory teaching tools have been developed and are also being used all over the world. In particular, Montessori developed teaching and learning methods while providing a prepared environment suitable for young children. In other words, Montessori education emphasized giving young children freedom along with intellectual development through the use of sensory aids. The two educational theories emphasized education to make people aware of the holistic life of human beings along with the awareness of human capabilities through broad educational goals. While Steiner's and Montessori's educational ideas and teaching methods have been disseminated around the world since the 20th century, they are also influencing the Korean early childhood education field. Therefore, in this article, I tried to emphasize the importance of holistic education for modern children who are suffering from intellectual learning from early childhood through the holistic education ideas of Steiner and Montessori, which are practiced in the field of early childhood education.] 전인교육론인 발도르프 교육학과 몬테소리 교육학은 20세기 초반 유럽에서 시작되었다. 두 교 육론은 각각 인지학적-인류학적인 배경 하에 교육철학적 기반을 구축하였으며, 또한 종교적 그 리고 세계관적 교육사상을 함축하는 등 서로 비슷한 철학적 배경을 함축하고 있다. 그러나 방법 론에서는 서로 상이한 점 있다. 즉 발도르프 교육방법은 예술적 접근을 통해 창의성을 육성하고 하는 반면, 몬테소리는 감각교구를 통하여 유아의 지적수업을 중요시 한 점이다. 즉 슈타이너에 의해 정립된 발도르프 유아교육은 전인적 교육의 실천을 위해 예술적 행위를 통한 교수방법론 이 계발되어 전 세계적으로 보급되고 있다. 몬테소리 교육학 역시 유아의 전인교육을 강조 하면 서, 감각교구가 계발되어 역시 전 세계적으로 활용되고 있다. 특히 몬테소리는 유아에게 맞는 준비된 환경을 제공하면서 교수학습방법을 계발하였다. 즉 몬테소리 교육은 유아에게 감각교구 의 활용을 통한 지적발달과 함께 유아에게 자유를 줄 것을 강조하였다. 두 교육론은 폭 넒은 교육목표를 통해 인간능력의 의식화와 함께 인간의 전인적 삶을 인식시 키기 위한 교육을 강조하였다. 슈타이너와 몬테소리의 교육사상 및 교육방법은 20세기 이후 전 세계적으로 보급되고 있는 가운데에, 현재 한국 유아 교육 현장에도 많은 영향을 미치고 있다. 따라서 본 글에서는 유아교육현장에서 실행되고 있는, 슈타이너와 몬테소리의 전인교육사상을 통하여, 현대 교육에서 어린 유아기부터 지적 학습에 시달리고 있는 현대 유아들을 위한 전인육 의 중요성을 강조하고자 하였다.

Language: Korean

ISSN: 2093-1271

Abstract/Notes: Reprinted in SKOLE: The Journal of Alternative Education (Spring 1997)

Language: English

ISSN: 0898-0926

Language: German

Published: Weinheim, Germany: Beltz, 2007

Edition: 5th ed.

ISBN: 978-3-407-25444-3 3-407-25444-X

Language: German

Published: [Wien, Austria]: [s.n.], 1995