Summary

In this work the Waldorf Pedagogy was analyzed under an analytical-behavioral perspective applied to education, with the objective of verifying the existence of a similarity between them and the presence of contingencies in this pedagogy as a “model” for cultural planning in terms of education. Data were collected from online video observation, day-to-day observations of a Waldorf kindergarten, interviews with parents and teachers of the school. The data treatment consisted in identifying the contingencies that made the practice of such pedagogy to be effective, through functional analysis of the behaviors, in the school context, of the children and teachers. This work allowed a verification of similarities between the Waldorf Pedagogy and the educational propositions of Behavior Analysis. It is noticeable that some contingencies present in the Waldorf Pedagogy favor the learning process and can offer subsidies for a cultural planning.

Keywords:Education; Behaviorism; Anthroposophy; Teaching; Learning