Aproximação com a natureza por meio da agricultura pedagógica na Escola Waldorf

Abstract

Modern Society is further and further away from Nature. This is not anisolated case because of the Covid-19 pandemic, which began in 2020, but itis a reality most frequent in the lives of people who live in the major cities. The absence of a natural environment and the consequent separation from the experiences in Nature, results in several social, physical and emotional questions. In order to contribute to the promotion of more contact with Nature in our day life, the present article understands the role of the Waldorf Pedagogy. Therefore, the aimof this research was to analyzed texts that support the ideas of the Waldorf curriculum (RICHTER 2002; STOCKMEYER, 1976; HEYDEBRAND,1925; FEWB, 1999) and identify the proposal of the Agricole activities for the Kindergarten and Elementary School. More over, we propose contributions to spread the Pedagogical Agriculture Practice,beyond what is indicated in the references texts. In view of the Waldorf curricular proposal, based in human anthropology studies, it is possible toidentify a viable way of Pedagogy Agriculture that is oriented by the children’s development. Despite this potential, we understand that the Agricole Practice in the Waldorf schools doesn’t happen as often as necessary,in accord with our place and time.Hence, it is fundamental to review the curriculum, considering the reality ofeach school community.