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O ritmo de uma sala de jardim de infância Waldorf
Advisor(s)
Abstract(s)
Este relatório descreve um estudo qualitativo do conceito de ritmo, tema dominante na pedagogia Waldorf, uma filosofia educativa criada há cem anos na Alemanha. A base do trabalho é descritiva, acompanhando um grupo de jardim de infância, com idades compreendidas entre 2 e 6 anos numa instituição que se rege por essa orientação
Usando observação naturalista participante e entrevistas informais à educadora cooperante, foram-se recolhendo informações, corporizadas em notas de campo e registos fotográficos. Em seguida, estas ideias foram confrontadas com a literatura relevante.
O lugar que a cadência, nas suas várias dimensões, tem na organização da ação educativa foi-se revelando como essencial. O seu grande valor manifesta-se na naturalidade com que a criança se vai integrando no quotidiano do grupo. Como observado neste estudo, o ritmo respeita os ciclos fisiológico e da natureza, as épocas do ano e a alternância entre momentos de contração e expansão nas atividades e vivências diárias, oferecendo segurança na repetição. Por outro lado, certos elementos típicos desta filosofia educativa, como a decoração da sala, a Roda Rítmica, músicas, lengalengas e jogos de dedos, estão também mergulhados em aspetos rítmicos.
Nas observações e leituras foi-se clarificando o valor que o ritmo tem na vida do jardim de infância. Para lá da ênfase que essa abordagem dá ao tema e as formas criativas como o consubstancia, ele revela-se como elemento central do processo geral da educação.
This report covers a qualitative study on the concept of rhythm, a main subject on the Waldorf pedagogy, an education philosophy created a century ago in Germany. It is primarily a descriptive analysis observed in a kindergarten’s group, ages 2 to 6 years old, in an institution that adopts such pedagogy. Data was collected through naturalist participative observations combined with informal interviews with the cooperating teacher which was structured in field notes and photographic records. Afterwards, these ideas was confronted with relevant literature. The role that cadence, in its various dimensions, has in the organization of educational action was revealed to be essential. The great value of rhythm is manifested in the natural way in which the child integrates into the group's daily life. As this study confirms, it respects the physiological and nature cycles, the seasons and the alternation between moments of contraction and expansion in daily activities and experiences, offering security in repetition, as confirmed by this report. On the other hand, certain typical elements of this educational philosophy, such as the decoration of the room, the “Rhythmic Circle Time”, music, rhymes and finger games, are also immersed in rhythmic aspects. Observations and readings (literature) clarified the value that rhythm has in kindergarten life. Beyond the emphasis that Waldorf’s approach gives to the theme and the creative ways in which this pedagogy substantiates it, the rhythm reveals itself as a central element of the general process of education.
This report covers a qualitative study on the concept of rhythm, a main subject on the Waldorf pedagogy, an education philosophy created a century ago in Germany. It is primarily a descriptive analysis observed in a kindergarten’s group, ages 2 to 6 years old, in an institution that adopts such pedagogy. Data was collected through naturalist participative observations combined with informal interviews with the cooperating teacher which was structured in field notes and photographic records. Afterwards, these ideas was confronted with relevant literature. The role that cadence, in its various dimensions, has in the organization of educational action was revealed to be essential. The great value of rhythm is manifested in the natural way in which the child integrates into the group's daily life. As this study confirms, it respects the physiological and nature cycles, the seasons and the alternation between moments of contraction and expansion in daily activities and experiences, offering security in repetition, as confirmed by this report. On the other hand, certain typical elements of this educational philosophy, such as the decoration of the room, the “Rhythmic Circle Time”, music, rhymes and finger games, are also immersed in rhythmic aspects. Observations and readings (literature) clarified the value that rhythm has in kindergarten life. Beyond the emphasis that Waldorf’s approach gives to the theme and the creative ways in which this pedagogy substantiates it, the rhythm reveals itself as a central element of the general process of education.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar, criado por Aviso criado por Aviso n.º 9931/2017, publicado no Diário da República, 2.ª série, n.º 165 de 28 de agosto de 2017.
Keywords
Jardim de infância Ritmo Pedagogia Waldorf Kindergarten Rhythm Waldorf’s pedagogy