Contribuições da prática artística da Pedagogia Waldorf para a educação do sentir em crianças do Ensino Fundamental I

Abstract

Waldorf Pedagogy was conceived by scholar Rudolf Steiner in the twentieth century. It is rooted in the view that sensitivity enhancement is as relevant as the intellectual development of individuals. It presupposes the articulation of the reasoning, wanting and feeling, since, for this pedagogy, learning, significant learning is developed through work that contemplates the learner in their aspects not only cognitive, but also emotional, affective, social and spiritual. In the present dissertation, the role of art in the education of feeling in children who are in the second seven years (7 to 14 years old) of Elementary School I and who study in Waldorf Schools. As a central and guiding research question, asks himself about “How the artistic activities of Waldorf Pedagogy can collaborate for the education and development of feeling in children of the second septenium?” The works of Rudolf Steiner and Schiller were pillars for the development of writing and discussion, proposing dialogue with contemporary authors within the anthroposophic movement, such as Jonas Bach Junior, Rosely Romanelli, among others. To achieve the research objectives, the descriptive qualifying nature of the investigation. Thus, this work consists of a combination of exploratory and descriptive studies initiated by a literature review for bibliographic theoretical foundation, followed by data collection. In this empirical research, the data source was collected through semi-structured interviews and constituted through the collection of testimonials from experts in the artistic practice of Waldorf Pedagogy, with professionals who work for at least three years with the same class in elementary school I of Waldorf schools, located in different regions of Brazil. The method chosen for interpreting the data was Content Analysis, which generated two categories: (I) The education of the feel according to the Waldorf Pedagogy; (II) The role of Art in human development. The reports of the interviewees expose evidence of engagement in the practice of Waldorf teachers in the education of feeling, which far from being separated from theory, supports its foundations. It also reveals that the greater comprehension of what it actually means to educate the feeling through the aesthetics, once art make the reconnection of the human spirit, the instrument of revelation of the being, of the moral laws that are inherent, in favor of the improvement of the inner self.