Um ensino salutogênico: contribuições das práticas pedagógicas pautadas na pedagogia Waldorf

Abstract

Human development, in its entirety, necessarily retraces the quality of health and education provided to the individuals in the course of their existence. Health and education are complex phenomena that are involved in the life of every human being, always gaining new conceptions, orientations and developments that invariably interlace and subsidize each other. In this study, the Waldorf pedagogy is presented as a way of promoting the learners’ health, through the implementation, in their everyday school life, of their specific instruments and practices, guided by equalitarian development of thinking, feeling and will. Assuming a revisionary approach, we relate some of the pillars that epistemologically support the Waldorf method such as walking, talking and thinking; rhythm; education of the senses; the teaching of art, highlighting characteristics, focusing on learning, involving the physical, psychological and spiritual spheres. For Rudolf Steiner, the creator of the Waldorf pedagogy, teaching must have a healing nature, which coincides with the proposals of the new concept of health – the salutogenesis –, which proposes a look not only towards the pathogenesis, but to coherent actions, directed to the generation, maintenance and promotion of health. This is consistent with the Waldorf education, which, since its conception, in 1919, integrates the premise of healing education. Linking the concept of salutogenesis with the Waldorf pedagogical proposals is the focus of this work, which seeks to unveil pedagogical practices as potential elements of a healthy development.