A inclusão de alunos com deficiência na pedagogia Waldorf

análise da realidade de ex-alunos, famílias e professores

Abstract

In Brazil, the inclusion of students with disabilities is ensured through the implementation of public policies after the Salamanca Declaration in 1994, which was an important milestone, as it declares the rights of people with disabilities. However, students still face challenges in realizing these rights when it comes to inclusion. Waldorf Pedagogy is based on the principle of understanding human beings as harmonious, physical-psychic-spiritual entities, who has potential that develops throughout life. This pedagogical approach, distinct from traditional ones, fundamentally embraces the inclusion of all students in their differences and individualities. In this context, this project aims to investigate how the school inclusion of students with disabilities in Waldorf Pedagogy schools happens from the perspectives of its users. For this research, a qualitative approach methodology will be adopted, with interviews with teachers from Brazilian Waldorf schools, families, students and former students with disabilities over 18 years of age. The results of the analysis of the interviews carried out, in addition to demonstrating the efficiency of Waldorf schools in cases of inclusion, showed three fundamental actions in working with children with disabilities: the importance of dialogue and rapprochement between parents, teachers and school, which reinforces the process inclusive adapted to each case; the need for adaptations to the curriculum and activities; and the importance of teachers being prepared and working together to avoid overload.