O ensino de História no ensino médio das escolas Waldorf do Brasil

Abstract

This qualitative research on phenomenological bias, whose nature is theoretical-exploratory and constitutes a case study of the practice of teaching history in high schools in Waldorf schools in Brazil, has the educational guidelines of Rudolf Steiner (1861-1925), founder of Waldorf Pedagogy, as references. The purpose of this work was based on the following research problem: to what extent is the pedagogical practice of high school History teachers at Waldorf schools in Brazil related to Rudolf Steiner's pedagogical thinking? Thereby, its central objective is to investigate the relation between the pedagogical practice of high school History teachers at Waldorf schools in Brazil and the pedagogical thinking of Rudolf Steiner. In this sense, we study Steiner's considerations about History in two specific moments. It was verified that, in the beginning of his life, in 1886, when he was inserted in the academic environment, he expanded Goethe’s way of making science in human sciences field and left methodological indications about History. Later, between 1917 and 1918, after having already constituted his theory of knowledge and his anthroposophy, Steiner returned to a more intense relationship with History. Thus, we studied the intensification of his methodological considerations on History in 1917 and his proposal to approach history through a historical symptomatology in 1918. We identified these considerations as a direction for the researcher’s self-education, in a dialogue between his phenomenology and theoretical questions in the field of History, owing to its educational project of human formation. Then, having as a reference the subjectivations scenario of teacher’s identity in high school, the historical characteristics of history teaching and the theoretical advances in the research field of history teaching, we thought about the consequences of Steiner’s educational guidelines for the teaching of history nowadays. To get closer to the conception of the teaching practice of history teachers at Waldorf schools, we analyzed the perspectives of history teaching present in the database of Waldorf Schools Federation in Brazil. In doing so, we organized central theoretical indicators for the construction of empirical material, based on semi-structured interviews with history teachers at Waldorf schools in Brazil. Thereafter, we developed interviews with teachers who work with high school history teaching in Waldorf schools for the construction of the research data. Based on the content analysis of the empirical material constructed, the results of this research are divided in two analysis categories: (i) the consciential metamorphosis of the teachers from their contact with the Waldorf school, in which we discussed the biographical turn in the understanding of the interviewees' own teaching based on this contact; and (ii) the perspective of a “alive” history teaching and the teaching emphasis on “class moments”, in which we analyze the teacher’s understanding of the educational task in the Waldorf school.