Despite the growing discussion about diversity and inclusion in society and academic literature, many pedagogical practices remain rigid and uniform, failing to address the diverse abilities, interests, and experiences of students. Moreover, this theme is often associated only with special education, limiting the understanding of its importance for all students.
This study emerged from the need to rethink teacher training by exploring new pedagogical strategies that celebrate diversity. In this context, the principles of Waldorf Education were investigated, aiming to identify elements that could assist educators in acting more equitably in response to the plurality present in contemporary schools. The research engaged with the theories and methodologies of various authors, such as Steiner (founder of Waldorf Education), Lanz, Freire, Stainback and Stainback, Foucault, Nóvoa, among others. The outcome of this study was an online continuing education course aimed at elementary school teachers in the municipal school system of Nova Friburgo and other interested networks. The strategy adopted was the discussion circle, with a primary focus on the autobiographical narratives of the teachers, which allowed for a continuous and dialectical movement of action-reflection-action. This methodology was chosen to create a space where dialogues and experiences could be shared, aiming to promote more humanized pedagogical practices through reflection on their own experiences of inclusion and exclusion. The study concluded that Waldorf practices, when adequately adapted to diverse educational contexts, can contribute to building an education that respects individual differences and promotes equality within the diversity that characterizes our society.
Keywords: Teacher training, Inclusion in education, Diversity, Waldorf Pedagogy, Autobiographical narrative