SUPPORT FOR WALDORF TEACHERS FOR THE COURSE "SCHOOL INCLUSION: FROM OBSERVATION TO INCLUSION"

project

SUPPORT FOR WALDORF TEACHERS FOR THE COURSE “SCHOOL INCLUSION: FROM OBSERVATION TO INCLUSION”

PROPOSING INSTITUTION

INSTITUTO VERTENTES

Effective School Inclusion Based on Anthroposophy

AREA

HEALTH

REGION

SÃO PAULO – SP, LAGOA SANTA e SANTO ANTONIO DO AMPARO – MG

YEAR OF SUPPORT

2024

The Challenge

In recent years, the number of Waldorf initiatives in Brazil has grown exponentially, becoming highly sought after by families of children and young people with learning difficulties and various psychological issues. However, the number of professionals qualified to work in this area still falls far short of the demand. Many of these initiatives are part of the Network of Social Schools of Waldorf Pedagogy, which comprises 40 social and public schools dedicated to serving vulnerable populations. For professionals working in these initiatives, covering the costs of training to meet the needs of these students often poses a significant barrier to participation.

The Project

To address the lack of training for educators in this therapeutic approach, a course titled “School Inclusion: From Observation to Guidance” was developed in partnership with FEWB and Escola Livre Areté. This course is an extension of a remote course conducted in 2021, which involved 60 teachers from 15 regions of Brazil. It is based on theoretical foundations in Goethe and Steiner’s phenomenology, as well as on the observation of children’s development—essential pillars not only for Waldorf pedagogy but also for creating Individual Development Plans (PDI), which are mandatory documents for monitoring the development and learning of students in special education.

To ensure educators from all schools, including those within the FEWB Social Organizations Network, could participate in this new course, the institution received support from Mahle, which subsidized the attendance of 15 educators at the in-person immersion meetings.

The Impact

Development of a PDI that considers the needs of current legislation combined with knowledge of anthroposophical anthropology and the phenomenology of Goethe and Steiner.
Support for schools in structuring inclusion themes, implementing inclusion hubs, and adapting their Political-Pedagogical Projects (PPP).
Involvement of the community of teachers and families in this topic.
Deepening the curriculum, observing children, and developing capacities for imaginative, inspirational, and intuitive thinking.

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