O pensar vivenciado na formação de professores

Stoltz, Tania; Weger, Ulrich

doi:10.1590/0104-4060.41444

Cited by 9 publications

(9 citation statements)

References 14 publications

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“…This is due to the fact that to a large extent teaching methods remain entrenched in the ideal that it is only through the intellectual approach that the best learning can be achieved. Despite studies that demonstrate the contributions of art to human development (Duarte Jr., 1995, 2012Barbosa & Pino-Juste, 2011;Stoltz & Weger, 2012;Schleder & Stoltz, 2014;Veiga & Stoltz, 2014;Stoltz & Weger, 2015;Andrade Silva, 2015), art continues to be undervalued in the traditional educational context.…”

Section: Resultsmentioning

confidence: 99%

“…In view of this, this study intends to analyze art in everyday schooling in a public school using conventional methods and in a Waldorf school, the methods of which are pervaded with the artistic element (Stoltz & Weger, 2012;Veiga & Stoltz, 2014;Stoltz & Weger, 2015;Andrade Silva, 2015;Stoltz, 2016), in the light of the aim of students achieving full development (Bach, 2007).…”

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confidence: 99%

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Art at School—Is There Any Perspective?

Machado¹,

Stoltz²

2016

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Based on the premise that art is an important activity for human development (Vygotsky), the aim of this study is to analyze the role of art in the everyday activities of schooling using conventional methods and also in schooling using alternative methods, the latter having been founded by Rudolf Steiner and referred to as Waldorf education. This study is justified by its making explicit the educational potential of art, whilst also seeking to contribute to the formation of teaching practices that consider the subject in a full manner. This is an exploratory qualitative study. Students and teachers from two elementary school classes of a municipal school in the State of Paraná were selected by convenience to take part in the study. Teachers and students from an elementary Waldorf reference school in the city of Curitiba were also selected. The participants were observed and the data were recorded in a field diary during one semester in each of the contexts. From the data collected it was possible to note that art is usually perceived as an element of leisure in schooling using conventional methods and its practice is based on mechanicalness. On the other hand, schooling using the alternative method uses art as a teaching tool, whereby the work of teaching is pervaded by the artistic element. This study brings indications of the need to review the importance given to art in traditional schooling, as well as to review practices that see art as an ally in the teaching process. As such, it would be fundamental for the Waldorf method to be better known, with the aim of contributing to the practice of teaching art in everyday schooling.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Art at School—Is There Any Perspective?

Machado¹,

Stoltz²

2016

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“…And this integration has a clear intention: the development of an ethical freedom, considering both the individual and society and nature (Veiga & Stoltz, 2014;Veiga, 2015;Stoltz, Veiga, & Romanelli, 2015;Stoltz & Weger, 2015).…”

Section: Discussionmentioning

confidence: 99%

Creativity and Complex Thoughts of Gifted Students from Contributions of Edgar Morin and Rudolf Steiner

Piske¹,

Stoltz²,

Guérios³

et al. 2016

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This study aims to highlight the importance of creativity in education of gifted children. Gifted students are generally individuals that talk with uncertainty because they are always looking for solutions and discoveries for their varied researches in their area of interest. These students need educational practices that develop creativity and enable to incite their complex thinking. These practices require measures that instigate their curiosity and promote activities that represent challenges during classes. Creativity is essential for their education because the development of creativity in teaching can generate possibilities of well-being for it arouses curiosity, excitement and desire to learn from each individual. It is important that teachers are prepared to attend these children and encourage gifted students to have a creative and autonomous spirit and exercise a critical and reflective thinking about the process of teaching and learning.

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“…A Pedagogia Waldorf é fundamental na realização de um ensino de qualidade que visa a atender os discentes de forma integral (PISKE; STOLTZ, 2020;WIEHL, 2019a;2019b;VEIGA, 2015;RANDOLL;PETERS, 2015;WEGER, 2015;BACH JR, 2015). Para a Pedagogia Waldorf, a natureza e o universo, os desenvolvimentos cognitivo, emotivo e volitivo formam uma unidade, não existe exclusividade no que tange à intelectualidade porque o objetivo fundamental está em ressaltar que cada indivíduo é percebido como um ser integral em todas as dimensões do desenvolvimento (STOLTZ; VEIGA; ROMANELLI, 2015;STOLTZ, 2020).…”

Section: A Pedagogia Waldorf E a Criatividadeunclassified

Criatividade na pedagogia sociointeracionista e na Pedagogia Waldorf: implicações para o trabalho com superdotados

Piske

Stoltz

2021

Educ. rev.

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RESUMO Este artigo é pioneiro na discussão do fenômeno da criatividade a partir de Vygotsky e de Rudolf Steiner, relacionando-o ao trabalho com superdotados. Seu objetivo é investigar a criatividade na abordagem sociointeracionista e na Pedagogia Waldorf e suas implicações para o trabalho com estudantes superdotados. À parte importantes diferenças, as propostas de Vygotsky e de Steiner vão ao encontro das necessidades de estudantes com altas habilidades/superdotação (AH/SD), principalmente quando ressaltam a mediação docente significativa. O professor, como principal mediador, é responsável pela proposta de ensino criativo e estético voltado ao amor ao conhecimento e à vida.

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O pensar vivenciado na formação de professores

Cited by 9 publications

References 14 publications

Art at School—Is There Any Perspective?

Art at School—Is There Any Perspective?

Creativity and Complex Thoughts of Gifted Students from Contributions of Edgar Morin and Rudolf Steiner

Criatividade na pedagogia sociointeracionista e na Pedagogia Waldorf: implicações para o trabalho com superdotados

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