O ensino de Química na Pedagogia Waldorf

Abstract

Recognizing that conventional Chemistry teaching is often perceived by students and teachers as unengaging and disconnected from real-life contexts, this study aims to understand how chemical concepts are approached and applied in institutions that implement Waldorf pedagogy—an educational model that seeks to integrate scientific knowledge with students’ lived experiences and holistic development. The research involved a literature review, semi-structured interviews with three high school Chemistry teachers working within this pedagogical framework, and non-participant classroom observations. Document analysis followed Bacellar’s guidelines, while empirical data were examined using Bardin’s content analysis, based on field notes and full transcriptions of the interviews. Two main categories emerged from the data: from the discovery of Waldorf science teaching principles to the metamorphosis of the teacher, and from observation to the pursuit of a genuine desire to understand. The findings indicate that teachers undergo a methodological and epistemological shift by adopting phenomenological teaching, which emphasizes sensitive observation before introducing abstract concepts. Participants also emphasized the importance of respecting students’ developmental rhythms, connecting Chemistry to cultural and emotional experiences, and fostering investigative and reflective learning. This approach contributes to a more meaningful and humanized Chemistry education by encouraging active knowledge construction. The study concludes that Waldorf pedagogy makes a significant contribution to Chemistry teaching by promoting an experiential, sensitive, and integrated approach that honors student development and avoids premature abstraction. It also underscores the need for ongoing teacher development, active listening, and flexible pedagogical strategies.