Abrir as janelas do conhecimento

a “história do primeiro dia” na Pedagogia Waldorf

Abstract

Children are awakened to narratives from an early age, as the stories reach them in various moments of social interaction. In the early years of Waldorf Elementary School, images appear through narratives, before being presented ready-made on a blackboard or in an illustration. In Waldorf pedagogy, narratives are often seen as a possibility to situate the human being in its cultural environment, introducing non-explicit content, a reality still moderate that creates a new sense of things. The present study proposes, through a qualitative approach and as a case study, to analyze the act of creating and telling the narrative from the first day of school of a 1st-year class of an educational institution committed to Waldorf Pedagogy. The story of the first day, which is told by the class teacher and will accompany the class through the eight years of Elementary School, is frequently a narrative with archetypal elements, which aims to express this connection that is beginning. The narrative makes use of many images and aims to connect the child through the heart, as well as to mobilize them to take action and awaken the desire to participate in what is being proposed. It also aims to envision the biographical trajectory of the group. For this, it is intended the analysis of the creation process of the narrative, the teacher’s experience, the meaning of this story for the path they will course together and its possible importance for the formation of the group.