Um olhar, muitos caminhos

o currículo de ciências humanas nos anos finais do ensino fundamental

Abstract

This article critically reflects on the “Waldorf curriculum” and the traditionality that supports it, considering the subjects of History and Geography in the final years of Elementary School. Thus, the aim of this work is to demonstrate the importance of the teacher’s enthusiasm in the educational and formative process. When teachers create new, coherent paths that align with anthropological, pedagogical, and social aspects, he also creates conditions for impulses for the future to emerge. Thus, it is argued about the need for decurricularization, meaning that educators, by understanding their own unfinished state and the need to vivify content, should build paths for a renewed curriculum that aligns with the demands and needs of their time. To this end, this article is based on the theoretical-methodological assumption developed by Rudolf Steiner throughout several pedagogical works and presents a path elaborated and worked on by the author of this article in the 7th year of a Waldorf school, based on dialogues and conversations with other educators and study groups. In this way, the main results reached are that as the teacher builds new de-curricularized paths with content and curricula coherent with their time, and address contemporary issues, they enable future impulses to flourish, reinforcing the need for the teacher’s internal preparation and understanding of their ethical, aesthetic, and political commitment.