DISCIPLINARIDADE E NORMALIZAÇÃO NA ESCOLA WALDORF: DESAFIOS À PEDAGOGIA DE RUDOLF STEINER
DOI:
https://doi.org/10.48075/ri.v14i1.6169Keywords:
Rudolf Steiner, Pedagogia Waldorf, disciplinaridade, normalização, Michel FoucaultAbstract
Resumo: Este artigo discute a Pedagogia Waldorf e sua relação com a disciplinaridade e a normalização escolar. Os objetivos educacionais de Rudolf Steiner foram analisados e comparados ao conceito de disciplina escolar, segundo Michel Foucault. Diferenças e semelhanças entre escola convencional e escola Waldorf foram discutidas. O significado de normalidade na metodologia Waldorf está relacionado a uma ampla visão do ser humano. O panoptismo passa por uma inversão nos seus fundamentos antropológicos e sociais. A complexidade da concepção curricular na Pedagogia Waldorf revela seu alto teor disciplinar, mas para atingir os objetivos de seu fundador, a escola Waldorf precisa reconhecer também a necessidade da não-disciplinaridade.
Palavras-chave: Rudolf Steiner, Pedagogia Waldorf, disciplinaridade, normalização, Michel Foucault
Abstract: This article discusses the Waldorf education and its relationship with the school disciplinarity and normalization. The educational goals of Rudolf Steiner were analyzed and compared to the concept of school discipline, according to Michel Foucault. Differences and similarities between conventional and Waldorf school were discussed. The meaning of normality in the Waldorf methodology is related to a broad vision of human beings. The panoptism undergoes a reversal in the social and anthropological foundations. The complexity of the conception in Waldorf curriculum reveals its high disciplined content, but to achieve the goals of its founder, the Waldorf school must also recognize the need for non-disciplinarity.
Key-words: Rudolf Steiner, Waldorf Pedagogy, disciplinarity, normalization, Michel Foucault
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