Rudolf Steiner: Uma análise histórica de sua concepção de autoeducação e educar para a liberdade.

Abstract

This research aims to understand the concepts of self-education from the perspective of Rudolf Steiner (1861-1925), focusing on the relationship between thinking, feeling, and willing and its contribution to the integral development of the human being. To achieve this, the following specific objectives were outlined: (i) analyze the historical, political, economic, and social context in which Steiner developed his educational ideas; (ii) understand the theoretical foundations of Waldorf Pedagogy, highlighting its philosophical and methodological bases; (iii) identify how Steiner’s educational conception can contribute to contemporary pedagogical thought, particularly concerning education for freedom and self-education. The study is justified by the need to rethink contemporary education through a more holistic approach, which values individuality and the integral development of students. The methodology adopted was based on historiographical and bibliographical analysis, using primary works by Steiner (1918; 1919; 1985; 1999; 2000; 2004; 2016; 2018) and secondary sources by authors such as Bach Junior (2012; 2015; 2019), Lanz (2003; 2007; 2016), Franciulli (2015), and Mutarelli (2014). In this sense, the first chapter contextualized Steiner’s life and work, addressing his philosophical and pedagogical influences. The second chapter analyzed his educational concept, emphasizing Waldorf Pedagogy and the focus on integral student development. The third chapter explored the concepts of self- education and educating for freedom, highlighting their applicability in the current educational context. Thus, it is concluded that Steiner’s educational proposal represents a relevant methodological alternative for contemporary education, promoting an intuitive and student-centered teaching approach. However, the study reinforces the need for further empirical research on its application in different educational contexts, especially in public education, considering the challenges of curricular adaptation and accessibility to this pedagogical model.