Movimento pleno de sentido

o que realmente faz sentido? Um olhar para o movimento na perspectiva da Pedagogia Waldorf

Abstract

Based on Rudolf Steiner’s anthroposophical theory, this research seeks to present the possibilities for understanding the term “fullness of movement” in light of Anthro-posophy. To this end, a study of the author’s works was organized, taking collaborative and narrative research as the guiding principles for practical actions. In order to highlight the role of the teacher as a fundamental part when choosing the content for classes, the research included the participation of three teachers, two from Physical Education and one class teacher, with extensive experience in Waldorf Pedagogy. They shared their understanding of the term, derived from their experiences acquired over the years.The research also included the account of a student from Rudolf Steiner College, who participated in the research process relating his experience as both a teacher and a student of this pedagogy. In the discussion groups, it was possible to see that, although each teacher had different experiences, the basis that supports the conceptualization of the term converges in their understanding of human development, always based on the principles of Anthroposophy. This exchange of experiences served as the basis for a dialogical process that made it possible to develop a path that recognizes what, within Waldorf Pedagogy, is important to take into consideration when thinking about the importance of movement in human evolution, when seeking the integral development of the child, in other words, the structuring of the body, the balance of emotions and the organization of ideas.