Uma proposta educacional antroposófica: a pedagogia Waldorf e a integralidade como condição humana

Abstract

The present work deals with the education and the integrality of the being, in which the reflection on how this theme can open up alternative ways to think about the notion and the challenges of human formation. As one of these paths, we present the Waldorf Pedagogy, starting from the intention of knowing if it contemplates the integrality of being in its curricular proposal. Therefore, we aim to understand how human integrality appears in the curriculum proposal of children's education at the Waldorf School Recife and for this, we conceptualize human comprehension from the ideas of Edgar Morin, we describe the principles and foundations of Waldorf Pedagogy and investigate how integrality is approached in the curriculum proposal of the education of children of said school. The methodological course has a qualitative nature, of the exploratory type, whose data were constructed through documentary analysis supported by systematic observation and semi- structured interview, as instruments of data collection. The research evidenced that integrality appears in the curriculum proposal of Waldorf Pedagogy fully harmonized with the Complex Paradigm, considering and promoting human comprehensiveness, overcoming the fragmentation of knowledge and being, harmonizing with the recognition of the human condition brought by Edgar Morin, which is expressed through the process of rooting / uprooting; of generating disorder; of uniduality; of trinitarian processes; of national, continental and planetary identity; of ordinary humanity; of the multiple unit; of the biophysical-psychic-socio-cultural dimension of being; the poetic dimension (feelings and sensations) and spiritual (activities linked to the brain), as well as harmonizing with criticism to the overvaluation of rationality. Concepts elucidated by Edgar Morin presented in this work and that were the reference for the analysis of the data.