INCLUSION IN WALDORF PEDAGOGY Beatriz Martins Neri, Irene da Silva Coelho

Abstract

This article seeks to investigate and identify if there is any relation between the principles and foundations of the Waldorf Pedagogy, created by Rudolf Steiner in 1919 in Germany, with the inclusive practices in Early Childhood Education, as foreseen in official legislative documents. To answer this question a bibliographic study was carried out in repositories that prove the validity of inclusion in Waldorf Pedagogy. The development of the study is presented in six moments: the first, shows a brief history of the legislation, regarding inclusion; the second brings a reflection of how the inclusion in the regular classroom of Infant Education is carried out; the third point is about the Waldorf Pedagogy history; and then the guiding principles thereof; it was also highlighted the pedagogical practices and how Inclusion in Waldorf Pedagogy is carried out. In such topics, one speaks of the importance of the individualized view of the educator, instigating the student to be attentive in his practice in order to satisfy the special educational needs of the students. The Waldorf Pedagogy believes that attention and a correct pedagogical direction makes any person, with or without disability, develop in an integral way. In this sense it is possible to perceive that the Waldorf Pedagogy not only provides an inclusive environment, it also favors respect for difference, it also expresses the importance of social relations, as well as the teacher-student relationship, which provides security in the construction of knowledge, in parallel with this, also highlights the importance of family participation, together with the school as facilitating agent for the inclusion process to occur.