Apresentação

Stoltz, Tania; Veiga, Marcelo da; Romanelli, Rosely Aparecida

doi:10.1590/0104-4060.41831

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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

Self Cite

View full text Add to dashboard Cite

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.

show abstract

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

Self Cite

View full text Add to dashboard Cite

show abstract

“…Steiner (2000) highlights that education should focus on the full development of every human being. His Waldorf Pedagogy is an example of how to improve creativity with a ludic teaching in a broader sense (de Andrade e Silva, 2015;Stoltz, 2016;Stoltz & Weger, 2012Veiga & Stoltz, 2014;Stoltz, da Veiga, & Romanelli, 2015).…”

mentioning

confidence: 99%

Working with Creativity of Gifted Students through Ludic Teaching

Piske¹,

Stoltz²,

Machado³

et al. 2016

Self Cite

View full text Add to dashboard Cite

Educational practices that develop creativity depend on good teacher training. Teachers should be able to value the potential of their students. Teacher can promote a work with creative educational practices for this which it is necessary to develop in their students the ability to think in terms of possibility to explore various consequences and suggest changes and improvements to their own ideas. Teacher is a facilitator of the teaching-learning process and encourages the interests of their students. He/she should respect their feelings and emotions, allowing that each student has the freedom to express themselves in class in a positive emotional climate. Teacher should respect his/her students in accordance with their needs. Needs can be cognitive, social or emotional. It is possible to emphasize the importance of ludic teaching to attend psychological, cognitive, emotional and social needs of gifted students. Through ludic teaching, teachers can incite the desire to learn of these children and help them to develop their creative potential.

show abstract

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

Piske

Stoltz

2021

Educ. rev.

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Apresentação

Cited by 3 publications

References 0 publications

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

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

Working with Creativity of Gifted Students through Ludic Teaching

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

Contact Info

Product

Resources

About