Inteligências múltiplas na pedagogia Waldorf: a percepção e a atuação dos professores em uma educação humanista

Abstract

Considering the search for a humanist education, this work aims to investigate the promotion of the development of Multiple Intelligences in Waldorf Pedagogy through the perception and performance of its teachers. From this general objective, the following specific objectives were developed: (a) to describe the theoretical and practical principles and foundations of the Waldorf Pedagogy and of the theory of Multiple Intelligences; (b) discuss whether and how the Waldorf Pedagogy and the theory of Multiple Intelligences are interrelated and compatible; (c) to know the perceptions of Waldorf teachers regarding how to foster Multiple Intelligences in the Waldorf Education; (d) discuss the perceptions of Waldorf teachers regarding the relationship between their pedagogy and the theory of Multiple Intelligences in the light of the both theoretical foundations. The phenomenological-hermeneutic perspective applied to education and the qualitative nature of research are assumed. A combined exploratory descriptive research is conceived, initiated by a literature review for theoretical-bibliographic foundations, followed by a case study. As an instrument of data collection, episodic interviews are used, carried out telepresentially (online). The collected data were analyzed using the Discursive Textual Analysis (ATD) method. The choice of these methods is justified because they offer the flexibility and depth necessary to meet the objectives, while maintaining the seriousness of scientific research. The theoretical contribution includes a review of the literature related to Waldorf Pedagogy – based on Rudolf Steiner and other scholars of Anthroposophy – , the Theory of Multiple Intelligences – supported by Howard Gardner and associated researchers –, and in relation to the promotion of Multiple Intelligences in Waldorf Education – based on several authors and publications. In addition to the theoretical framework, we seek to understand the performance of five teachers working in Waldorf Education through the analysis of their narratives. In a dialogue between Steiner and Gardner, convergences, compatibilities and interrelationships between their theories and pedagogical approaches were traced. The interviewees' reports reveal evidence that Waldorf Education grants each teacher a pedagogical freedom of individual didactic creation that is consolidated in the ability to be a teacher. The great discovery that has emerged is that each Waldorf teacher manages to foster and stimulate in his students the development of Multiple Intelligences through this individual teaching combined with their self-education. In the end, it is considered that Waldorf Pedagogy can be benefited if it is updated and starts to add contemporary theories such as the Multiple Intelligences. It could become more comprehensive and more understandable, conquering its space as a humanizing education, which promotes the development of multi-intelligent human beings capable of building a society founded on a culture of peace, cultural freedom, economic fraternity, equal rights and opportunities, respect for all differences and environmental sustainability. This research contributes to a broader understanding of the theme and to prove that it is possible to consciously foster Multiple Intelligences in any pedagogy, not only in Waldorf Education. It is hoped that this work will inspire several educators and pedagogies, who can appropriate this knowledge, adapting it to their needs and realities, for a more authentic, efficient, and satisfactory work.