Pedagogia do Fazer: um caminho para a crítica pós-colonial nas escolas waldorf.

Abstract

Post-colonial epistemology brings up the erasure of the cultural and ethnic diversity of the world. Waldorf pedagogy was created in 1919, and during the last decades has been implemented in a very similar way to that proposed by its creator, thought from a specific place and time. A little more than a decade ago, the Action Pedagogy emerged in order to create a Waldorf school inside a food collective production farm. Our objective in this work was to identify whether the Action Pedagogy could dialogue with a postcolonial proposal in Waldorf pedagogy. We note that several points of The Action Pedagogy can talk with post-colonial criticism, however, for the real criticism of a post-colonial education that seeks to improve the multiculturality of peoples and create a fairer society, more dialogue and commitment it’s still needed.