A educação ambiental e a pedagogia Waldorf no ensino fundamental
Data
2021-04-30
Autores
Galdino, Ana Paula Passaes [UNIFESP]
Orientadores
Rabinovici, Andrea [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A Educação Ambiental tem trabalhado com a possibilidade de mudança em relação à qualidade de vida e está diretamente relacionada ao tipo de convivência que os seres humanos mantêm com o meio ambiente e a natureza no que implica atitudes, responsabilidades, valores e ações. Suas ferramentas e abordagens procuram demonstrar a interdependência e a reciprocidade dentro e entre os mundos natural, físico e cultural, os quais permeiam a vida humana e todos os outros reinos da natureza (mineral, vegetal e animal). A Pedagogia Waldorf se apresenta como uma das alternativas à necessidade de mudança na educação e na sociedade, pois é uma corrente pedagógica que se dispõe a educar a partir do conhecimento da religiosidade, antropologia humana, senso de estética, responsabilidade amorosa e veneração do ser humano a todo restante da natureza. O objetivo deste estudo foi o de buscar correspondências, semelhanças e diferenças, entre os conceitos e práticas da Educação Ambiental e os da Pedagogia Waldorf para o Ensino Fundamental. Para isso, analisou-se as ferramentas, estratégias e metodologias orientadas às iniciativas de Educação Ambiental que buscam as mudanças de atitudes e comportamentos voltados à relação do ser humano com o restante da natureza que possuem correspondência com a Pedagogia Waldorf e suas abordagens a partir das etapas de desenvolvimento humano e orientações curriculares. O presente estudo aconteceu com base na investigação de referencial teórico e entrevistas semiestruturadas com professores/as e/ou ex-professores/as de Pedagogia Waldorf e professores/as tutores/as e/ou formadores/as de professores/as Waldorf. Nota-se que há algumas correspondências e muitas diferenças a serem observadas entre as duas abordagens. A Educação Ambiental é diversa e acontece de forma dinâmica na Pedagogia Waldorf, existem algumas práticas comuns e muitas possibilidades para serem desenvolvidas. A Agricultura Pedagógica é uma importante prática de Educação Ambiental que já acontece na Pedagogia Waldorf e mostrou ter um enorme potencial de se devolver quanto à abordagem curricular no cotidiano dessas escolas. Para isso, é fundamental que haja investimento em formação de professores/as, permitindo assim que se apropriem do currículo disponibilizado. Abordar o tema ambiental e o ecológico nas formações de professores é oportunidade para que estes desenvolvam, de forma consciente, sua relação individual com o restante da natureza, trazendo intimidade para trabalhar com seus/suas educandos/as em suas atividades pedagógicas.
Environmental Education has been working with the possibility of change regarding life quality and is directly related to the way that human beings, the environment and nature coexist, which concerns attitudes, responsibilities, values and actions. Its tools and approaches seek to demonstrate interdependence and reciprocity within and between the natural, physical and cultural spheres, which permeate human life and the entire biotic community. Waldorf Education presents itself as an alternative to the need for change in education and society, as it is a pedagogical line that proposes to educate based on the knowledge of religiosity and human anthropology, aligned with a sense of aesthetics, caring responsibility and the veneration of the human being amid everything else in nature. The purpose of this study was to seek correspondences, similarities and differences between the concepts and practices of Environmental Education and those of Waldorf Education for Elementary School. For this purpose, the tools, strategies and methodologies oriented to Environmental Education initiatives that seek changes in attitudes and behaviors were analyzed regarding the relationship between human beings and the rest of nature, which have correspondence with Waldorf Pedagogy and its approaches from its perspective on human development stages and curricular guidelines. The present study was carried out based on the investigation of theoretical framework and semi-structured interviews with teachers and/or former teachers of Waldorf Education and teachers, as well as tutors and/or teachers responsible for the formation of other Waldorf teachers. It was observed that there are some correspondences and many differences worth of remark between the two approaches. Environmental Education is diverse and happens dynamically in Waldorf Education. There are some common practices and many possibilities to be developed. Pedagogical Agriculture is an important practice of Environmental Education that already happens in Waldorf Education and has shown an enormous potential to be developed in terms of the curricular approach in the daily lives of these schools. To achieve this, investment in teacher training is essential, thus allowing them to create based on the available curriculum. The approach of the environmental and ecology themes in the teachers’ trainings are an opportunity for them to consciously develop their individual relationship with the rest of nature, establishing an intimacy in their work and pedagogical activities with their pupils.
Environmental Education has been working with the possibility of change regarding life quality and is directly related to the way that human beings, the environment and nature coexist, which concerns attitudes, responsibilities, values and actions. Its tools and approaches seek to demonstrate interdependence and reciprocity within and between the natural, physical and cultural spheres, which permeate human life and the entire biotic community. Waldorf Education presents itself as an alternative to the need for change in education and society, as it is a pedagogical line that proposes to educate based on the knowledge of religiosity and human anthropology, aligned with a sense of aesthetics, caring responsibility and the veneration of the human being amid everything else in nature. The purpose of this study was to seek correspondences, similarities and differences between the concepts and practices of Environmental Education and those of Waldorf Education for Elementary School. For this purpose, the tools, strategies and methodologies oriented to Environmental Education initiatives that seek changes in attitudes and behaviors were analyzed regarding the relationship between human beings and the rest of nature, which have correspondence with Waldorf Pedagogy and its approaches from its perspective on human development stages and curricular guidelines. The present study was carried out based on the investigation of theoretical framework and semi-structured interviews with teachers and/or former teachers of Waldorf Education and teachers, as well as tutors and/or teachers responsible for the formation of other Waldorf teachers. It was observed that there are some correspondences and many differences worth of remark between the two approaches. Environmental Education is diverse and happens dynamically in Waldorf Education. There are some common practices and many possibilities to be developed. Pedagogical Agriculture is an important practice of Environmental Education that already happens in Waldorf Education and has shown an enormous potential to be developed in terms of the curricular approach in the daily lives of these schools. To achieve this, investment in teacher training is essential, thus allowing them to create based on the available curriculum. The approach of the environmental and ecology themes in the teachers’ trainings are an opportunity for them to consciously develop their individual relationship with the rest of nature, establishing an intimacy in their work and pedagogical activities with their pupils.
Descrição
Citação
Galdino, A. P. P. A educação ambiental e a pedagogia Waldorf no ensino fundamental. 2021. 165 f. Dissertação (Mestrado em Análise Ambiental Integrada) - Instituto de Ciências Ambientais, Químicas e Farmacêuticas, Universidade Federal de São Paulo, Diadema, 2021.