The Handwork subject in Waldorf Education: meanings through visual narratives

Detalhes bibliográficos
Autor(a) principal: Selzler, Heloisa Sbrissia
Data de Publicação: 2025
Outros Autores: Cordeiro, Andréa Bezerra
Tipo de documento: Artigo
Idioma: por
Título da fonte: Perspectiva (Florianópolis. Online)
Texto Completo: https://periodicos.ufsc.br/index.php/perspectiva/article/view/97003
Resumo: This study explores the role of manual labor within the pedagogical context, focusing on children's engagement with the Handwork subject in Waldorf Education. Developed by Rudolf Steiner, this educational approach seeks to understand human beings holistically, emphasizing artistic and experiential learning. Within this framework, manual labor holds a significant place in the curriculum, regarded as an activity that nurtures human feeling and promotes harmony in the child, while also being closely connected to cognitive development. The research aimed to investigate the meanings and relationships that children construct through their experiences with manual labor as a curricular activity in Elementary School, specifically in a fifth-grade class of 17 students. An ethnographic approach was adopted, grounded in the principles of the Sociology of Childhood and the conception of children’s socialization as an interactive process (Corsaro, 2011). Data collection instruments included a field notebook and photography, the latter enabling the development of a visual ethnography. In addition to documenting the group through photographs, the study employed visual narratives—constructed through analytical frameworks proposed by Coutinho and Vieira (2019), Vieira and Coutinho (2019), and Coutinho (2010, 2016a, 2016b)—to express the children’s lived experiences with manual labor.
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spelling The Handwork subject in Waldorf Education: meanings through visual narrativesLa asignatura curricular del Trabajo Manual en el currículo de la Pedagogía Waldorf: significados a través de narrativas visualesA disciplina de Trabalhos Manuais no currículo da Pedagogia Waldorf: sentidos através das narrativas visuaisHandworkWaldorf educationVisual narrativesTrabajos manuaisPedagogía WaldorfNarrativas visuaisTrabalhos manuais Pedagogia WaldorfNarrativas visuaisThis study explores the role of manual labor within the pedagogical context, focusing on children's engagement with the Handwork subject in Waldorf Education. Developed by Rudolf Steiner, this educational approach seeks to understand human beings holistically, emphasizing artistic and experiential learning. Within this framework, manual labor holds a significant place in the curriculum, regarded as an activity that nurtures human feeling and promotes harmony in the child, while also being closely connected to cognitive development. The research aimed to investigate the meanings and relationships that children construct through their experiences with manual labor as a curricular activity in Elementary School, specifically in a fifth-grade class of 17 students. An ethnographic approach was adopted, grounded in the principles of the Sociology of Childhood and the conception of children’s socialization as an interactive process (Corsaro, 2011). Data collection instruments included a field notebook and photography, the latter enabling the development of a visual ethnography. In addition to documenting the group through photographs, the study employed visual narratives—constructed through analytical frameworks proposed by Coutinho and Vieira (2019), Vieira and Coutinho (2019), and Coutinho (2010, 2016a, 2016b)—to express the children’s lived experiences with manual labor.La presente investigación abordó la temática del Trabajo Manual en el contexto pedagógico, centrando su atención en la participación de los niños en la asignatura curricular de Trabajo Manual en la Pedagogía Waldorf. Creada por Rudolf Steiner, esta pedagogía busca una comprensión más amplia del ser humano, y promueve una educación de carácter artístico y vivencial. En este marco, el Trabajo Manual forma parte del currículo y ocupa un lugar de gran relevancia, al ser comprendido como una actividad que incide en el sentimiento humano, aportando una cualidad de armonía al niño, además de su estrecha relación con la cognición. El objetivo de esta investigación fue comprender las relaciones y significados que los niños construyen a partir de su experiencia con el Trabajo Manual como actividad del currículo de la Educación Primaria, específicamente en una clase de quinto grado conformada por 17 estudiantes. Para ello, se llevó a cabo una etnografía orientada por los fundamentos de la Sociología de la Infancia y la concepción de la socialización infantil como un modelo interactivo (Corsaro, 2011). Los instrumentos de generación de datos fueron el cuaderno de campo y la fotografía, lo que permitió el desarrollo de una etnografía visual.Además de documentar lo observado en el grupo a través de la fotografía, se optó por la construcción de narrativas visuales, basadas en las lecturas propuestas por Coutinho y Vieira (2019); Vieira y Coutinho (2019); y Coutinho (2010, 2016a, 2016b), con el fin de expresar las experiencias de los niños con las manualidades.A presente pesquisa procurou abordar a temática dos fazeres manuais no contexto pedagógico, focando no envolvimento das crianças em contato com a disciplina curricular de Trabalhos Manuais na Pedagogia Waldorf. Criada por Rudolf Steiner, essa pedagogia procura compreender o ser humano de uma forma mais ampla, e a educação ocorre de forma mais artística e vivencial. Nesse sentido, os trabalhos manuais fazem parte do currículo dessa pedagogia e ocupam um lugar de grande relevância, entendidos como uma atividade que atua no sentir humano, trazendo uma qualidade de harmonia à criança, além de sua relação direta com a cognição humana. O objetivo desta pesquisa foi compreender as relações e sentidos que as crianças estabelecem na experiência com os trabalhos manuais como atividade do currículo do Ensino Fundamental, mais especificamente em uma turma do quinto ano composta por 17 alunos. Para tal, foi realizada uma etnografia norteada pelos pressupostos da Sociologia da Infância e do entendimento da socialização das crianças como modelo interativo (Corsaro, 2011). Os instrumentos para a geração de dados foram o caderno de campo e a fotografia, sendo que essa última permitiu o desenvolvimento de uma etnografia visual. Para além da demonstração do que foi observado no grupo a partir da fotografia, optou-se pelas narrativas visuais, realizadas a partir da leitura desenvolvida e utilizada por Coutinho e Vieira (2019); Vieira e Coutinho (2019) e Coutinho (2010, 2016a, 2016b), para expressar as experiências e vivências das crianças com os Trabalhos Manuais.Universidade Federal de Santa Catarina2025-06-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/perspectiva/article/view/9700310.5007/2175-795X.2025.e97003Perspectiva; Bd. 43 Nr. 2 (2025); 1-24Perspectiva; Vol. 43 No. 2 (2025); 1-24Perspectiva; Vol. 43 Núm. 2 (2025); 1-24Perspectiva; Vol. 43 No 2 (2025); 1-24Perspectiva; V. 43 N. 2 (2025); 1-24Perspectiva; v. 43 n. 2 (2025); 1-242175-795X0102-5473reponame:Perspectiva (Florianópolis. Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/perspectiva/article/view/97003/59874Copyright (c) 2025 Heloisa Sbrissia Selzler, Andréa Bezerra Cordeiroinfo:eu-repo/semantics/openAccessSelzler, Heloisa SbrissiaCordeiro, Andréa Bezerra2025-06-06T16:44:19Zoai:periodicos.ufsc.br:article/97003Revistahttps://periodicos.ufsc.br/index.php/perspectiva/indexPUBhttps://periodicos.ufsc.br/index.php/perspectiva/oaiperspectiva@contato.ufsc.br || portaldeperiodicos.bu@contato.ufsc.br2175-795X0102-5473opendoar:2025-06-06T16:44:19Perspectiva (Florianópolis. Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The Handwork subject in Waldorf Education: meanings through visual narratives
La asignatura curricular del Trabajo Manual en el currículo de la Pedagogía Waldorf: significados a través de narrativas visuales
A disciplina de Trabalhos Manuais no currículo da Pedagogia Waldorf: sentidos através das narrativas visuais
title The Handwork subject in Waldorf Education: meanings through visual narratives
spellingShingle The Handwork subject in Waldorf Education: meanings through visual narratives
Selzler, Heloisa Sbrissia
Handwork
Waldorf education
Visual narratives
Trabajos manuais
Pedagogía Waldorf
Narrativas visuais
Trabalhos manuais
Pedagogia Waldorf
Narrativas visuais
title_short The Handwork subject in Waldorf Education: meanings through visual narratives
title_full The Handwork subject in Waldorf Education: meanings through visual narratives
title_fullStr The Handwork subject in Waldorf Education: meanings through visual narratives
title_full_unstemmed The Handwork subject in Waldorf Education: meanings through visual narratives
title_sort The Handwork subject in Waldorf Education: meanings through visual narratives
author Selzler, Heloisa Sbrissia
author_facet Selzler, Heloisa Sbrissia
Cordeiro, Andréa Bezerra
author_role author
author2 Cordeiro, Andréa Bezerra
author2_role author
dc.contributor.author.fl_str_mv Selzler, Heloisa Sbrissia
Cordeiro, Andréa Bezerra
dc.subject.por.fl_str_mv Handwork
Waldorf education
Visual narratives
Trabajos manuais
Pedagogía Waldorf
Narrativas visuais
Trabalhos manuais
Pedagogia Waldorf
Narrativas visuais
topic Handwork
Waldorf education
Visual narratives
Trabajos manuais
Pedagogía Waldorf
Narrativas visuais
Trabalhos manuais
Pedagogia Waldorf
Narrativas visuais
description This study explores the role of manual labor within the pedagogical context, focusing on children's engagement with the Handwork subject in Waldorf Education. Developed by Rudolf Steiner, this educational approach seeks to understand human beings holistically, emphasizing artistic and experiential learning. Within this framework, manual labor holds a significant place in the curriculum, regarded as an activity that nurtures human feeling and promotes harmony in the child, while also being closely connected to cognitive development. The research aimed to investigate the meanings and relationships that children construct through their experiences with manual labor as a curricular activity in Elementary School, specifically in a fifth-grade class of 17 students. An ethnographic approach was adopted, grounded in the principles of the Sociology of Childhood and the conception of children’s socialization as an interactive process (Corsaro, 2011). Data collection instruments included a field notebook and photography, the latter enabling the development of a visual ethnography. In addition to documenting the group through photographs, the study employed visual narratives—constructed through analytical frameworks proposed by Coutinho and Vieira (2019), Vieira and Coutinho (2019), and Coutinho (2010, 2016a, 2016b)—to express the children’s lived experiences with manual labor.
publishDate 2025
dc.date.none.fl_str_mv 2025-06-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/perspectiva/article/view/97003
10.5007/2175-795X.2025.e97003
url https://periodicos.ufsc.br/index.php/perspectiva/article/view/97003
identifier_str_mv 10.5007/2175-795X.2025.e97003
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/perspectiva/article/view/97003/59874
dc.rights.driver.fl_str_mv Copyright (c) 2025 Heloisa Sbrissia Selzler, Andréa Bezerra Cordeiro
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2025 Heloisa Sbrissia Selzler, Andréa Bezerra Cordeiro
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Perspectiva; Bd. 43 Nr. 2 (2025); 1-24
Perspectiva; Vol. 43 No. 2 (2025); 1-24
Perspectiva; Vol. 43 Núm. 2 (2025); 1-24
Perspectiva; Vol. 43 No 2 (2025); 1-24
Perspectiva; V. 43 N. 2 (2025); 1-24
Perspectiva; v. 43 n. 2 (2025); 1-24
2175-795X
0102-5473
reponame:Perspectiva (Florianópolis. Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Perspectiva (Florianópolis. Online)
collection Perspectiva (Florianópolis. Online)
repository.name.fl_str_mv Perspectiva (Florianópolis. Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv perspectiva@contato.ufsc.br || portaldeperiodicos.bu@contato.ufsc.br
_version_ 1839533080059052032

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