Transition from Early Childhood to Elementary Education: a dialogue with Waldorf Pedagogy
Transition. Child education. Elementary School. Playfulness. Waldorf Pedagogy.
This academic work is the product of research conducted in the research line called Teacher Training, Policies and Pedagogical Practices, within the Post Graduate Program in Education - Master in Education, offered by the State University of Mato Grosso (Unemat), whose theme refers to the organization, the times and spaces within these two stages of basic education - early childhood education and elementary school - with the purpose of understanding whether or not there is a articulation in the transition between these two stages of education that is considered to be of great relevance to The school/educational life of the child. In this search, we seek to understand how the foundations of Waldorf Pedagogy can contribute to the development of students who are in public school by valuing the integral development of the child, from birth to school age. To achieve the proposed objectives we use hermeneutic phenomenology as a method of this study. The strategies used were: observation; semi structured interview; Bibliographic research related to the human formation and pedagogy cycle Waldorf. As for the locus of this study, the research was conducted in the Early Childhood Education of the Municipal School of Early Childhood Education “Fazendo Arte” located in the city of Cáceres-MT and at the Free Wldorf School Porto Cuiabá located in the city of Cuiabá-MT.