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Doctoral Dissertation

A institucionalização do método Montessori no campo educacional brasileiro (1914-1952) [The institutionalization of the Montessori method in the Brazilian educational field (1914-1952)]

Available from: Federal University of Santa Catarina - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Montessori method of education - History, South America

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Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, embasada numa educação integral alicerçada na liberdade, na atividade e na individualidade. Durante aproximadamente quatro décadas, Montessori realizou pesquisas sobre o desenvolvimento infantil, cujos resultados foram difundidos transnacionalmente, configurando práticas e pensamento educacional inovadores fundamentados na relação entre o professor, o aluno e um ambiente de aprendizagem promotor da paz, da autoeducação, da autonomia, do respeito ao outro e do espírito científico e crítico. Com isso, também empreendeu uma didática para professores e a venda em série dos materiais que idealizou. O objeto desta narrativa historiográfica respaldada em Certeau (2014), Chartier (2010) e Magalhães (2004) foi a institucionalização do Método Montessori no Brasil, no âmbito cronológico das cinco primeiras décadas do século passado. Objetivou: reconhecer as formulações teóricas que permitiram identificar a origem do Método Montessori e cotejá-las com os projetos brasileiros desenvolvidos entre 1914-1952 apontando permanências e contribuições à educação brasileira; historicizar o processo de institucionalização da Pedagogia montessoriana no Brasil; problematizar a sua forma de apropriação na Educação Infantil e Ensino Primário, identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil, proveniente da vertente educacional estadunidense, atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, em São Paulo, estado que possuía, desde 1924, legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada dos princípios pedagógicos. No Paraná, a educação montessoriana foi institucionalizada na legislação educacional da Pré-escola em 1915 e investimentos foram realizados em 1924, quando Lysímaco Costa adquiriu os ?enxovais montessorianos? para quatro Jardins de Infância. Em Curitiba, em 1927, durante a Primeira Conferência Nacional da Associação Brasileira de Educação (ABE) foram apresentadas teses com base montessoriana. Ainda no Paraná, no final da década de 1940, a utilização do método ocorreu no ensino público no Programa da Pré-escola e do Ensino Primário e em 1952 foi inaugurada a Escola Experimental Montessoriana Rural para crianças do Ensino Primário, por iniciativa de Eny Caldeira. Ela e Piper de Lacerda Borges, presidente da Associação Montessori do Brasil, fizeram curso com Montessori, na Itália, em 1951. Já na Bahia, em 1927, efetivaram-se cursos de férias para formação de professores durante os quais foram disseminadas pelos docentes da Escola Normal de Salvador concepções montessorianas e a ressignificação dos materiais, tanto para a Pré-escola como para o Ensino Primário. O teor destes cursos foi divulgado por revistas pedagógicas. No mesmo local, em 1924, Alípio Franca traduziu o Livro Pedagogia Científica. No Rio de Janeiro, materiais e frações do método montessoriano se disseminaram para a Educação Infantil por meio da legislação educacional, em 1921 e em 1929. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos realizados por Mary Buarque, em São Paulo, a partir de 1936; no vínculo do método com a assistência social e teosófica, na década de 1950, disseminado por Piper de Lacerda Borges; no reuso dado ao método pelo lusitano Agostinho da Silva, também nos anos 1950, na criação de algumas universidades. Conclui-se que, entre 1914 e 1952, o processo de institucionalização do método Montessori no Brasil foi capitaneado por diversos sujeitos, em diferentes lugares do país, com apropriações e representações. [Abstract : Montessori established, in 1907, in Rome, a public school to children at risk, The Casa dei Bambini, which since then preserve the Montessori method characteristics, advocating the integral education based on freedom, action and on the individuality. For approximately four decades, Montessori researched about Children development, whose results were spread abroad, defining practices and innovative educational thoughts grounded on the relationship between teacher, the student and the learning environment advancing peace, self-education, self-correction with autonomy in sight, mutual respect, critic and the scientific spirit. The Objective of this study is the Montessori method establishment in Brazil, on the chronologic aspect along the first five decades from the last century. It?s a biographical research and documentary with a historical focus. The analysis is grounded in Certeau (2014), Chartier(2010) e Magalhães(2004). Objective: Recognize the formulation of the Montessori method in projects of its establishment in Brazil between 1914-1952; To Problematize political conditions, social, economical and cultural to set up the Montessori method in Brazil and its Educational applicability, questioning the reductionist mode relating to its use as specific materials and its adequate child-sized furniture. It has been verified that The First Montessori-based in Brazil served the children?s audience, in São Paulo, in the year of 1915, coming from the American strand, in a private enterprise of Ciridião Buarque e Mary Buarque. Such pedagogy irradiated by the mediation of these appropriation and representations made by teachers of the Escola Normal da Praça. São Paulo possessed, since 1924, laws that indicated the use of Montessori and Froebel?s course-ware, mas in a inarticulate way to the pedagogical principles. In Paraná, the Montessori-based education was established in the child education legislation in 1915 and investments were performed in 1924, when Lysímaco Costa acquired the ?montesorri layettes? to 4 Kindergarden. In Curitiba, in 1927, at the First National Conference of The Brazilian Association of Education (ABE), were presented thesis with Montessori bases. Still in Paraná, at the end of 40s, the method utilization occurred in the public education in the Preschool Program and Primary School and in 1952 was opened in Curitiba The Rural Montessori Experimental School to primary school, by the enterprise of Eny Caldeira.Piper Borges de Lacerda and Eny Caldeira speeches, whom realized in 1950 a course with Montessori in Perugia.In 1927, in Bahia, were realized vacation courses to teachers complementary training which were disseminated by the teacher of the Normal School of Salvador the Montessori concepts and the course-ware new meanings to the child education such as primary education. The matters discussed in these courses were spread by pedagogical magazines. In 1924, Alípio Franca translated The Method of Scientific Pedagogy applied to the Child Education at the Boys? House. In Rio de Janeiro, course-wares and parts of Montessori method were spread to Children education by education law, in 1921 and in 1929. Evidences of the Montessori use in perspective non-restricted to materials were found in children radio shows performed by Mary Buarque, in São Paulo, from 1936, whereupon self-education, the independence, the knowledge of child development phases, the singers freedom movement and the minimal intervention of the adult tutor made part of the proposal. In a mystic perspective, there was a link with the method and the social and theosophic assistance, in the 50 decade, disseminating in Rio de Janeiro and Paraná, by Piper Lacerda Borges and his husband. In the reuse given to the Agostinho da Silva method, also in the 1950, were present in the some universities creations, such as the Federal University of Santa Catarina as well from Paraíba and The University of Brasilia. Concluded that between 1914 and 1952, the establishment process of the Montessori method in Brazil was lead by several different individuals, from different parts of the country, with appropriations and personal representations.]

Language: Portuguese

Published: Florianópolis, Brazil, 2017

Article

Kauno seserų benediktinių ugdomoji veikla Lietuvoje 1918–1940 m. [Educational Activity of Kaunas Sisters Benedictines in Lithuania in 1918–1940]

Available from: Vytautas Magnus University

Publication: SOTER: Journal of Religious Science, vol. 75, no. 103

Pages: 45-60

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Abstract/Notes: A. Šiame straipsnyje Kauno seserys benediktinės pristatomos kaip visuomenės ugdytojos. Jų ugdomoji veikla suklestėjo 1918–1940 m. Lietuvoje. Kauno visuomenė vertino seserų benediktinių ugdomąją veiklą, kurioje buvo taikoma tuo metu nauja ir moderni M. Montessori pedagogikos sistema. Atliekant tyrimą, naudotasi dar niekur nepublikuotais šaltiniais, padėjusiais atskleisti seserų benediktinių ugdomąją veiklą ne tik Kaune, bet ir įvairiose Lietuvos vietovėse: Joniškyje, Pasvalyje, Čiobiškyje, Prienuose, Ariogaloje, Čekiškėje, Šiluvoje, Vilniuje ir Pernavoje. Ši veikla buvo susijusi su vienuolyno plėtra, naujų skyrių steigimu. Seserys ne tik prisidėjo prie visuomenės ugdymo nuoširdžia apaštališkąja veikla, taip atsiliepdamos į to laiko reikmes, bet ir atrado dirbdamos ugdomąjį darbą naujas benediktiniškojo gyvenimo formas. [This paper presents the Sisters Benedictines of Kaunas as educators of the society, whose educational activities flourished from 1918 to 1940 in Lithuania. Kaunas society appreciated the educational activities of the Benedictine Sisters, which used the new and modern pedagogical system of M. Montessori at that time. During the research, unpublished sources were used, which helped to compile and present, in order to achieve the set aim, educational activities in Kaunas and, based on the development of the monastery, the establishment of new departments, to highlight educational activities in various areas of Lithuania. The Benedictine Sisters were sent everywhere as educators and educators who applied the most upto-date and modern Montessori pedagogical system of the time. Having the necessary preparation, this pedagogical system was applied by the Benedictine Sisters working with children not only in Kaunas as the first nun educators, to whom the first state primary school was opened at the request of the monastery society, but also in the kindergartens established by them in Joniskis, Pasvalys, Zasliai, as well as in the transferred to lead children’s shelter in Ciobiškis, and a kindergarten in Prienai. Most of the sisters worked in different kindergartens: educators and leaders, there were sr. Gabriele Spokaite and sr. Apolonija Salčiute. Non-formal education was provided in other established sections of the monastery. The Sisters prepared children for the First Confession and Communion in Ariogala and the Cekiškes. The Benedictine Sisters cared of the church and took care of the old people in Siluva. The Sisters engaged in self-education or educated others in Vilnius. And there is no knowledge about any educational activity in Pernava, but during the ten years of the opening of this monastery branch, one or another educational activity had to be carried out.]

Language: Lithuanian

DOI: 10.7220/2335-8785.75(103).4

ISSN: 1392-7450, 2335-8785

Article

Maria Montessori and the Great War, 1914-1919

Publication: M: The Magazine for Montessori Families

Pages: 14–17

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Language: English

Article

Death of a Dream: Maria Montessori and the Coming of World War II 1934-1937

Publication: M: The Magazine for Montessori Families

Pages: 22–26

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Language: English

Article

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Montessori Pedagogy, an educational alternative, from Romania: Evolution from the beginning of the 20th century until the Second World War contribution

Available from: Università di Macerata

Publication: History of Education and Children's Literature (HECL), vol. 13, no. 2

Pages: 511-518

Eastern Europe, Europe, Romania

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Abstract/Notes: Montessori Pedagogy, having as a founder M. Montessori, Italian physician and pedagogue, is one of the alternatives that entered Romania at the beginning of the 20th century, due to the opening of the occupants of those times. We present in this paper the evolution in Romania of Montessori pedagogy and educational alternative, from the beginning to the Second World War. We will refer to the interest that the ideas of M. Montessori have made, translations of her works in Romanian, as well as the writings of some Romanian specialists who have popularized and supported her. We will bring readers’ attention and involvement issues by attending conferences and training courses for teachers, by setting up the Montessori schools and the role of renowned personalities in the development of the Montessori alternative and the Montessori Association, an expression of the interest and appreciation.

Language: Italian

ISSN: 1971-1093, 1971-1131

Book Section

Paul Oswald (1914-1999): Nachruf auf Professor Dr. Paul Oswald [Paul Oswald (1914-1999): Obituary for Professor Dr. Paul Oswald]

Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]

Pages: 124-125

Europe, Germany, Harald Ludwig - Writings, Paul Oswald - Biographic sources, Paul Oswald - Biographic sources, Western Europe

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Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Book Section

Paul Oswald (1914-1999): Begegnung mit Paul Oswald [Paul Oswald (1914-1999): Encounter with Paul Oswald]

Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]

Pages: 126-128

Europe, Germany, Western Europe

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Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Book Section

P. Johannes Müller und die Montessori-Bewegung. Chronik einer Spurensuche der Jahre 1914 bis 1953 / P. Johannes Müller and the Montessori Movement, 1914 to 1953: Piecing Together the Evidence

Book Title: Montessori: Lehrmaterialien 1913-1935, Möbel und Architektur / Teaching Materials 1913-1935, Furniture and Architecture

Pages: 41-57

Montessori method of education - History, Montessori movement

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Language: German, English

Published: New York: Prestel, 2002

ISBN: 978-3-7913-2650-4 3-7913-2650-3

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Grußwort der Blindenschule Laske bei Warschau [Greetings from the Laske School for the Blind near Warsaw]

Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]

Pages: 29

Blind, Children with disabilities, Eastern Europe, Europe, Inclusive education, People with disabilities, Poland

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Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Book Section

The White Cross: Rehabilitating War-Stricken Children to Prevent War

Book Title: The Best Weapon for Peace: Maria Montessori, Education, and Children's Rights

Pages: 70-99

Croce Bianca, Displaced communities, Maria Montessori - Biographic sources, Refugees, White Cross

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Language: English

Published: Madison, Wisconsin: University of Wisconsin Press, 2021

Edition: 1st edition

ISBN: 978-0-299-33310-2

Series: George L. Mosse Series in the History of European Culture, Sexuality, and Ideas

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