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O ideário educacional steineriano na transição para o século XXI : o estudo de caso da escola Jardim do Monte – Portugal
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A investigação concretizada e exposta nesta tese revelou a dimensão historiográfica, da apropriação e inovação educativa da Pedagogia Waldorf personificada na Escola Jardim do Monte (EJM), Alhandra, Vila Franca de Xira, instituição fundada no ano de 2004 e que segue em funcionamento. A instituição escolar EJM teve sua génese num projeto de intervenção pedagógica no distrito de Lisboa – o Projeto “Aprender a Aprender – um Recurso Educativo de autoformação” – acreditado pelo Conselho Nacional Científico- Pedagógico da Formação Contínua de Professores entre 2003-2008. A apropriação do modelo steineriano no contexto educativo português insere-se no âmbito da expansão, da circulação e da internacionalização da educação através do movimento mundial da Educação Nova, ao longo do século XX e na transição para o século XXI, no qual educadores como Freinet, Montessori, Decroly, Steiner e Neil criaram modelos pedagógicos recebidos pelos educadores como instrumentos de inovação tal como pretendiam ser o Projeto Aprender a Aprender (PAA) e a EJM. Com base em premissas como: o projeto educativo da EJM personaliza a adoção das ideias e práticas steinerianas; as estratégias de incorporação e divulgação têm ocorrido desde a fundação do primeiro jardim Waldorf em Portugal, em 1984; houve um contributo para a inovação nas práticas culturais e pedagógicas em Portugal, a partir do PAA (1993-2008), implementado em escolas públicas e da criação de escolas Waldorf. Existem diferenças na prática pedagógica Waldorf na EJM em relação à sua proposta original, devido à necessidade de adaptação ao contexto espácio temporal. Foram formuladas as seguintes questões orientadoras para esta investigação: Em que medida o projeto pedagógico da Escola Jardim do Monte personaliza o pensamento e a prática pedagógica Waldorf? Como se manifestam as estratégias de adoção e divulgação da educação Waldorf em Portugal? De que forma a Pedagogia Waldorf tem contribuído para a inovação nas práticas culturais e pedagógicas em Portugal? Existem diferenças, ruturas e descontinuidades na prática pedagógica Waldorf no contexto português em relação à sua proposta original? Logo à partida, em resposta à perspetiva histórico-educativa desta investigação os conceitos de “apropriação”, de “forma escolar”, de “modelo escolar” ou “gramática da escola”, de “inovação educativa”, de “escolas diferentes”, de “inovação escolar”, de “tradição de inovação”, de “modelo pedagógico” e “inovação pedagógica” que se revelaram fundamentais nesse estudo foram aprofundados. Os marcos cronológicos deste estudo circunscrevem-se entre 1970 e 2020, período de intensa divulgação, implementação, consolidação e expansão da pedagogia Waldorf no país. A investigação teve como foco a reconstrução histórica do movimento Waldorf em Portugal e o estudo do caso da apropriação da Pedagogia Waldorf na EJM emergidos da intersecção de dimensões bibliográficas, historiográficas, documentais, pedagógicas e especialmente provenientes dos depoimentos de atores e intervenientes educativos (entrevistados) como antigos líderes-fundadores do Movimento Pedagógico Waldorf em Portugal, professores, educadores, antigos alunos da EJM, associações formadoras, a Associação Portuguesa de Escolas com Pedagogia Waldorf (APEPW). A orientação metodológica desta investigação foi sustentada por elementos das abordagens historiográfica, etnográfica e de estudo de caso, como entrevistas semiestruturadas, análise documental do arquivo EJM, no arquivo nacional da Torre do Tombo, na imprensa pedagógica internacional e imprensa nacional. A organização, análise, categorização e triangulação dos dados recolhidos durante as várias fases do estudo permitiram verificar o cumprimento desta intenção investigativa uma vez que uma diversidade de informações sobre a génese, a apropriação da Pedagogia Waldorf na EJM, em suas diversas dimensões, bem como da sua contribuição para a inovação da educação no contexto educativo português trespassam seus resultados. A investigação acompanha a continuidade da minha atuação docente em escolas públicas brasileiras entre 1990 e 1997, na Escola Rudolf Steiner de Zurique, Suíça, em 2004, no mestrado em educação ambiental num estudo comparativo entre a educação ambiental praticada numa escola pública, numa escola provada e numa escola Waldorf no Brasil em 2015 e no papel de professora fundadora de uma escola Waldorf no Brasil em 2016. A investigação desvelou que houve uma apropriação da pedagogia Waldorf adequada ao âmbito educativo e socio cultural português. Ocorreu também um significativo contributo para a inovação educativa portuguesa nos aspetos didáticos, metodológicos e de formação de professores que requerem estudos aprofundados. Concluímos finalmente que, reinterpretações de modelos pedagógicos, como o steineriano, tendem a materializar-se em reelaborações, inspirando inovações e experiências que suscitam a necessidade de um estudo e compreensão mais profundos.
The research carried out and presented in this thesis revealed the historiographical dimension of the appropriation and educational innovation of Waldorf Pedagogy embodied in the Jardim do Monte School (EJM), Alhandra, Vila Franca de Xira, which was founded in 2004 and is still in operation. The EJM school had its genesis in a pedagogical intervention project in the Lisbon district - the “Learning to Learn - an educational resource for self-training” project - accredited by the National Scientific and Pedagogical Council for Continuing Teacher Training between 2003-2008. The appropriation of the Steinerian model in the Portuguese educational context is part of the expansion, circulation and internationalization of education through the worldwide New Education movement, throughout the 20th century and in the transition to the 21st century, in which educators such as Freinet, Montessori, Decroly, Steiner and Neil created pedagogical models that were received by educators as instruments of innovation, as the Learning to Learn Project (PAA) and the EJM were intended to be. Based on premises such as: the EJM's educational project personalizes the adoption of Steinerian ideas and practices; incorporation and dissemination strategies have taken place since the founding of the first Waldorf Garden in Portugal in 1984; there has been a contribution to innovation in cultural and pedagogical practices in Portugal, from the PAA (1993-2008), implemented in public schools and the creation of Waldorf schools. There are differences in Waldorf pedagogical practice in relation to its original proposal, due to the need to adapt to the spatio-temporal context; the following guiding questions were formulated for this research. To what extent does the pedagogical project of the Jardim do Monte School personalize Waldorf pedagogical thinking and practice? How do the strategies for adopting and disseminating Waldorf education in Portugal manifest themselves? How has Waldorf pedagogy contributed to innovation in cultural and pedagogical practices in Portugal? Are there any differences, ruptures or discontinuities in Waldorf pedagogical practice in the Portuguese context in relation to its original proposal? From the outset, in response to the historical-educational perspective of this research, the concepts of “appropriation”, “school form”, “school model” or “school grammar”, “educational innovation”, “different schools”, “school innovation”, “tradition of innovation”, “pedagogical model” and “pedagogical innovation”, which proved to be fundamental in this study, were explored in greater depth. The chronological milestones of this study are between 1970 and 2020, a period of intense dissemination, implementation, consolidation and expansion of pedagogy in the country. The research focused on the historical reconstruction of the Waldorf movement in Portugal and the case study of the appropriation of Waldorf Pedagogy in the EJM, emerging from the intersection of bibliographical, historiographical, documentary and pedagogical dimensions, and especially from the testimonies of educational actors and stakeholders (interviewees) such as former founding leaders of the Waldorf Pedagogical Movement in Portugal, teachers, educators, former students of the EJM, training associations, the Portuguese Association of Schools with Waldorf Pedagogy (APEPW). The methodological orientation of this research was supported by elements of the historiographical, ethnographic and case study approaches, such as semi-structured interviews, documentary analysis of the EJM archive, the Torre do Tombo national archive, the international pedagogical press and the national press. The organization, analysis, categorization and triangulation of the data collected during the various phases of the study made it possible to verify the fulfilment of this investigative intention since a variety of information about the genesis, the appropriation of Waldorf Pedagogy in the EJM, in its various dimensions, as well as its contribution to educational innovation in the Portuguese educational context, permeates its results. The research follows the continuity of my teaching work in Brazilian public schools between 1990 and 1997, at the Rudolf Steiner School in Zurich, Switzerland, in 2004, in a master's degree in environmental education at a Waldorf school in Brazil in 2015 and in the role of founding teacher at a Waldorf school in Brazil in 2016. The research revealed that there was an appropriation of Waldorf pedagogy appropriate to the Portuguese educational and socio-cultural environment. There was also a significant contribution to Portuguese educational innovation in didactic, methodological and teacher training aspects that require further study. Finally, we conclude that reinterpretations of pedagogical models, such as the Steinerian one, tend to materialize in re-elaborations, inspiring innovations and experiences that call for further study and understanding.
The research carried out and presented in this thesis revealed the historiographical dimension of the appropriation and educational innovation of Waldorf Pedagogy embodied in the Jardim do Monte School (EJM), Alhandra, Vila Franca de Xira, which was founded in 2004 and is still in operation. The EJM school had its genesis in a pedagogical intervention project in the Lisbon district - the “Learning to Learn - an educational resource for self-training” project - accredited by the National Scientific and Pedagogical Council for Continuing Teacher Training between 2003-2008. The appropriation of the Steinerian model in the Portuguese educational context is part of the expansion, circulation and internationalization of education through the worldwide New Education movement, throughout the 20th century and in the transition to the 21st century, in which educators such as Freinet, Montessori, Decroly, Steiner and Neil created pedagogical models that were received by educators as instruments of innovation, as the Learning to Learn Project (PAA) and the EJM were intended to be. Based on premises such as: the EJM's educational project personalizes the adoption of Steinerian ideas and practices; incorporation and dissemination strategies have taken place since the founding of the first Waldorf Garden in Portugal in 1984; there has been a contribution to innovation in cultural and pedagogical practices in Portugal, from the PAA (1993-2008), implemented in public schools and the creation of Waldorf schools. There are differences in Waldorf pedagogical practice in relation to its original proposal, due to the need to adapt to the spatio-temporal context; the following guiding questions were formulated for this research. To what extent does the pedagogical project of the Jardim do Monte School personalize Waldorf pedagogical thinking and practice? How do the strategies for adopting and disseminating Waldorf education in Portugal manifest themselves? How has Waldorf pedagogy contributed to innovation in cultural and pedagogical practices in Portugal? Are there any differences, ruptures or discontinuities in Waldorf pedagogical practice in the Portuguese context in relation to its original proposal? From the outset, in response to the historical-educational perspective of this research, the concepts of “appropriation”, “school form”, “school model” or “school grammar”, “educational innovation”, “different schools”, “school innovation”, “tradition of innovation”, “pedagogical model” and “pedagogical innovation”, which proved to be fundamental in this study, were explored in greater depth. The chronological milestones of this study are between 1970 and 2020, a period of intense dissemination, implementation, consolidation and expansion of pedagogy in the country. The research focused on the historical reconstruction of the Waldorf movement in Portugal and the case study of the appropriation of Waldorf Pedagogy in the EJM, emerging from the intersection of bibliographical, historiographical, documentary and pedagogical dimensions, and especially from the testimonies of educational actors and stakeholders (interviewees) such as former founding leaders of the Waldorf Pedagogical Movement in Portugal, teachers, educators, former students of the EJM, training associations, the Portuguese Association of Schools with Waldorf Pedagogy (APEPW). The methodological orientation of this research was supported by elements of the historiographical, ethnographic and case study approaches, such as semi-structured interviews, documentary analysis of the EJM archive, the Torre do Tombo national archive, the international pedagogical press and the national press. The organization, analysis, categorization and triangulation of the data collected during the various phases of the study made it possible to verify the fulfilment of this investigative intention since a variety of information about the genesis, the appropriation of Waldorf Pedagogy in the EJM, in its various dimensions, as well as its contribution to educational innovation in the Portuguese educational context, permeates its results. The research follows the continuity of my teaching work in Brazilian public schools between 1990 and 1997, at the Rudolf Steiner School in Zurich, Switzerland, in 2004, in a master's degree in environmental education at a Waldorf school in Brazil in 2015 and in the role of founding teacher at a Waldorf school in Brazil in 2016. The research revealed that there was an appropriation of Waldorf pedagogy appropriate to the Portuguese educational and socio-cultural environment. There was also a significant contribution to Portuguese educational innovation in didactic, methodological and teacher training aspects that require further study. Finally, we conclude that reinterpretations of pedagogical models, such as the Steinerian one, tend to materialize in re-elaborations, inspiring innovations and experiences that call for further study and understanding.
Descrição
Tese de doutoramento em Educação (História da Educação), Universidade de Lisboa, Instituto de Educação, 2025.
Palavras-chave
Waldorf Pedagogy Appropriation Innovation Jardim do Monte School Pedagogia Waldorf Apropriação Inovação Escola Jardim do Monte