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Article
"Ateliers" et activités montessoriennes à l’école maternelle: quel profit pour les plus faibles? ["Ateliers" and Montessori activities in French preschools: What benefit do they have for the weakest?]
Ghislain Leroy (Author)
Europe, France, Montessori method of education, Western Europe
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Language: French
Article
Del Aula a la Ciudad: Arquetipos Urbanos en las Escuelas Primarias de Herman Hertzberger [From the Classroom to the City: Urban Archetypes in Herman Hertzberger's Primary Schools]
Available from: Universidad de Sevilla (Spain)
Esther Mayoral-Campa (Author) , Melina Pozo-Bernal (Author)
Publication: Revista Proyecto, Progreso, Arquitectura, vol. 17
Date: 2017
Pages: 100-115
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Abstract/Notes: Herman Hertzberger pertenece a ese grupo de arquitectos que, desde comienzos del siglo XX hasta nuestros días, han entendido el binomio arquitectura–pedagogía como indisoluble, como dos disciplinas complementarias en el proceso de aprendizaje que recrean un modelo de sociedad y, por ende, del espacio donde esta se desarrolla. Hertzberger entiende la arquitectura como instrumento pedagógico y como oportunidad esencial para la configuración de un espacio de relación. Su obra nos desvela una preocupación máxima por el usuario, por los valores colectivos, en un entendimiento de la arquitectura como soporte de libertad, cuyo antecedente inmediato fue el ideario de su maestro Aldo van Eyck. Pero es en su arquitectura escolar donde esto se observa de forma más radical. A través de los numerosos proyectos realizados vinculados a la educación, se recorren todas las etapas de aprendizaje del hombre desde la infancia hasta la universidad, en los cuales se desarrolla un amplio repertorio de estrategias proyectuales vinculadas a la Escuela Activa como modelo de aprendizaje y más concretamente al Método Montessori. Su dilatada obra vinculada a la enseñanza le permite ensayar en todos los registros posibles la idea de un edificio como ciudad, difuminando los límites entre espacios privados y públicos en todas las escalas entre la escuela y su entorno, en un recorrido que va del aula a la ciudad. [SUMMARY Herman Hertzberger belongs to a group of architects that understand the architecture-pedagogy binomial as indissoluble. Ever since the beginning of the 20th Century, they have embraced the complementarity of these two disciplines in the educational world, and have revealed the way architecture and pedagogy collaborate through the recreation of a model for society and therefore influence the place where education takes place. In this context, Hertzberger understands architecture as a pedagogical tool as well as an opportunity for the configuration of a space for interaction. Hertzberger´s work confirms a commitment with the child as the centre of the learning process. Moreover, the architect demonstrates major interest in collective values, together with an understanding of architecture as a basis-foundation for freedom. His direct precedents are the ideas of his teacher, Aldo van Eyck. However, it is in his educational architecture where these can be radically observed. The numerous projects that he has designed cover all the phases of the educational process: from those of early childhood to university studies. In these projects he has developed a wide repertoire of design strategies linked to the Active school and the Montessori Method. His extensive work allows him to try out the full scope of the idea of a building being like a city, by blurring the limits between public and private space, the school and its environment, in a journey that crosses from the classroom to the city.]
Language: Spanish
ISSN: 2173-1616
Article
Aportes de la pedagogía Montessori en el aprendizaje del léxico de niños no lectores de preescolar [Contributions of Montessori method in the learning of vocabulary by non-reader children at preschool]
Available from: Universidad de Costa Rica - Portal de Revistas Académicas
Marisol Rojas Díaz (Author) , Patricia Mora Barrantes (Author) , María Emilia Bonilla Durán (Author)
Publication: Revista Lenguas Modernas [Modern Language Review], no. 33
Date: 2021
Pages: 9-23
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Abstract/Notes: Incluso si el método Montessori no fue concebido originalmente para la enseñanza de lenguas extranjeras, consideramos que sus principios universales de formación de los niños y las niñas pueden ser aplicados igualmente para la clase de francés como lengua extranjera. El objetivo de la investigación fue iniciar a los niños y las niñas no lectores de dos grupos de preescolar de la Escuela Saint Benedict en la comprensión del cuento “Petit chat perdu” a través de los principios montessorianos. En cuanto a la metodología, se optó por una perspectiva cualitativa. Se utilizaron dos instrumentos: la entrevista y las observaciones de participantes y no participantes. Para la recolección de los datos se emplearon una tabla de observación y un diario de campo. El punto de partida consistió en extraer aportes útiles de la teoría Montessori para la clase de francés. Posteriormente, se puso en práctica una secuencia pedagógica que favorece la comprensión oral con actividades variadas inspiradas en la pedagogía respetando al mismo tiempo los principios de la teoría. Por último, se analizaron las ventajas e inconvenientes de dicha adaptación para iniciar a niñas y niños no lectores en el aprendizaje del francés como lengua extranjera. [Even if the Montessori method was not originally conceived for the teaching of foreign languages, we consider that its universal principles of training boys and girls can be applied equally to French as a foreign language class. The objective of the research was to initiate the non-readers of two preschool groups of the Saint Benedict School in the understanding of the story “Petit chat perdu” through the Montessorian principles. Regarding the methodology, a qualitative perspective was chosen. Two instruments were used: the interview and the observations of participants and non-participants. For data collection, an observation table and a field diary were used. The starting point was to extract useful contributions from Montessori theory for the French class. Subsequently, a pedagogical sequence that favors oral comprehension was put into practice with varied activities inspired by pedagogy while respecting the principles of theory. Lastly, the advantages and disadvantages of this adaptation were analyzed to initiate non-reader girls and boys in learning French as a foreign language.]
Language: Spanish
ISSN: 2215-5643, 1659-1933
Article
Por desconocer el derecho moral del fotógrafo Marcus Igno Rudolf Loerbroks la dirección nacional de derecho de autor condenó al Colegio Montessori limitada de Cartagena
Available from: Universidad Externado de Colombia
Tatiana Andrea Triana Uribe (Author)
Publication: Revista la Propiedad Inmaterial, no. 23
Date: Jun 30, 2017
Pages: 279-285
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Abstract/Notes: La Dirección Nacional de Derechos de Autor (dnda) condenó al Colegio Montessori por la violación del derecho moral de divulgación del señor Loerbroks. Esta decisión es importante ya que es una de las pocas sentencias en las que se han protegido los derechos morales de los autores en Colombia. La decisión deja entrever la línea jurisprudencial que la dnda poco a poco ha trazado para la protección de los derechos de autor, y en especial de los derechos morales de que goza el autor de la obra. Ello obedece a que, a diferencia de los derechos patrimoniales, estos son perpetuos, inalienables e irrenunciables. Así se evidencia en el caso del artista Gabriel Antonio Calle contra el centro comercial San Diego y en el expuesto en esta reseña. [The Colombian Copyrights Office (dnda) decided against the Colegio Montessori of Cartagena for infringing the moral rights of disclosure of Marcus Igno Rudolf Loerbroks. This case is important because it is one of the few decisions in which authors moral rights have been protected in Colombia. This ruling reveals the jurisprudential line that the dnda has gradually established for the protection of copyrights in our country, and especially for the moral rights enjoyed by the author of the art work as their owner. This is because, unlike the economic rights, moral rights are perpetual, inalienable and unassignable; as exposed in the case of the artist Gabriel Antonio Calle against the shopping mall San Diego and the case exposed in this review.]
Language: Spanish
ISSN: 2346-2116
Article
Margarete Schütte-Lihotzky: Una Arquitecta en la Viena de Entre Guerras [Margarete Schütte-Lihotzky: An Architect in Interwar Vienna]
Available from: Editorial Universidad de Sevilla (Spain)
Leonor Sáez Méndez (Author)
Publication: Revista Internacional de Culturas y Literaturas, no. 20
Date: 2017
Pages: 120-129
Architecture, Austria, Europe, Margarete Schütte-Lihotzky - Biographic sources, Montessori schools, Western Europe
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Abstract/Notes: El tema de este artículo no es tanto la admirable participación de Margarete Schütte-Lihotzky en la resistencia de la Viena de entre guerras y durante la Segunda Guerra Mundial, como sus proyectos sociales de edificación. Proyectos los concebía como funcionales y orientados a dignificar el espacio, ya sea físico, intelectual o afectivo. Entre ellos se encuentran la construcción de viviendas sociales, lavanderías cocinas escolares, etc. En lo referentes a escuelas se siguió la visión pedagógica de Maria Montessori. [The laudable participation of Margarete Schütte-Lihotzky in the Austrian resistance during the Second World War is not subject of this article but her and her contribution to architecture. Her projects are meant to be functional and oriented to dignify space, ranging from designing social housing, laundries to cooking schools. However, her core work is focused on the construction of schools planned according to the pedagogic perspective of Maria Montessori.]
Language: Spanish
DOI: 10.12795/RICL.2017.i20.09
ISSN: 1885-3625
Article
O viés americano do método Montessori em São Paulo: Ciridião Buarque e Mary Buarque
Available from: Universidade Federal de Goiás (Brazil)
Simone Ballmann de Campos (Author)
Publication: Revista Inter Ação, vol. 43, no. 3
Date: 2018
Pages: 864-880
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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, que difundida transnacionalmente configurou práticas e pensamento educacional inovadores. O objeto desta narrativa historiográfica foi estudar a institucionalização do Método Montessori no Brasil, problematizando a sua forma de apropriação e 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 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, e da legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada de tais princípios pedagógicos. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos.
Language: Portuguese
ISSN: 1981-8416
Article
Rosario Vera Peñaloza una Maestra que dejó huella en la Historia de la Educación de la Argentina
Available from: Universidad Pedagógica y Tecnológica de Colombia
María Cristina Vera de Flachs (Author)
Publication: Revista Historia de la Educación Latinoamericana, vol. 14, no. 18
Date: 2012
Americas, Argentina, Latin America and the Caribbean, Montessori method of education - Criticism, interpretation, etc., Rosario Vera Peñaloza - Biographic sources, South America
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Abstract/Notes: This article’s rationale aims to reconsider Rosario Vera Peñaloza’s lifetime and work. A former educator who has undoubted been a main reference in Argentinean teaching process through her existence. To fulfill this task we had analyzed different authors ‘devoted work about her as well as her own master pieces.
Language: Spanish
ISSN: 2256-5248
Article
Discursos Sobre a Emergência da Educação da Infância Formal em Portugal (1880-1950) [Discursos Sobre la Emergencia de la Educación Formal de los Niños en Portugal (1880-1950) / Discourses on the Emergence of Children's Formal Education in Portugal (1880-1950) / Discours Sur l'Émergence de l'Éducation Formelle des Enfants au Portugal (1880-1950)]
Available from: Associação Sul-Rio-Grandense de Pesquisadores em História da Educação
António Gomes Ferreira (Author) , Luís Mota (Author) , Carla Cardoso Vilhena (Author)
Publication: Revista História da Educação, vol. 23
Date: 2019
Pages: Article e85647
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Abstract/Notes: Neste artigo busca-se uma compreensão das ideias sobre a educação da segunda infância em Portugal, entre finais do século XIX e meados do seguinte. Compulsaram-se um conjunto de revistas de educação publicadas em Portugal. A análise detetou tendências e nuances do processo de modernização pedagógica. Certos autores defendem o ambiente familiar como o mais adequado para a educação da infância, destacando a mulher como mãe e educadora, outros denunciam a sua impreparação, advogando a sua formação e sustentavam a conveniência da educação de infância em instituições, segundo as modernas propostas pedagógicas. Estes últimos tenderam a manifestar posicionamentos idênticos aos que se expressam em outros países europeus sobre os modelos pedagógicos direcionados especificamente à segunda infância.
Language: Portuguese
ISSN: 2236-3459
Article
Don Agustín Nieto Caballero Andante de la Educación
Available from: Universidad Pedagógica y Tecnológica de Colombia
Ángel Marcel (Author)
Publication: Revista Historia de la Educación Latinoamericana, no. 5
Date: 2003
Pages: 85-106
Agustin Nieto Caballero - Biographic sources, Americas, Colombia, Latin America and the Caribbean, South America
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Abstract/Notes: Entre los pocos maestros inolvidables del autor figura don Agustin Nieto Caballero, un ilustre educador bogotano que, a partir de las teorias psicologicas, pedagogicas y filosoficas de Jhon Dewey, Ovide Decroly, Maria Montesori y Henri Bergson, instituyo en Colombia la Escuela Nueva, y fundo con otros colombianos no menos notables, en 1914, el Gimnasio Moderno que tanta influencia ha tenido en el desarrollo edeucativo del pais y de America Latina. El presente articulom, a la vez que destaca el aporte de Nieto Caballero a la luz de las ideas fundamentales de sus mentores, rinde homenaje al Maestro que hizo posible una audaz renovacion de la educacion colombiana.
Language: Spanish
ISSN: 2256-5248
Article
Maria Montessori (1870-1952): Women's Emancipation, Pedagogy and Extra Verbal Communication
Available from: SciELO
Marco Cascella (Author)
Publication: Revista Médica de Chile, vol. 143, no. 5
Date: 2015
Pages: 658-662
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Abstract/Notes: Maria Montessori is one of the most well-known women in Italian history. Although she was the first woman who graduated in medicine in Italy, she is mostly known as an educator. Her teaching method -the Montessori Method- is still used worldwide. Because she could not speak English during the imprisonment in India, there was a big obstacle for her communication with children. However, the need to adopt a non-verbal communication, led her to a sensational discovery: children use an innate and universal language. This language, made of gestures and mimic, is called extra verbal communication.
Language: English
DOI: 10.4067/S0034-98872015000500014
ISSN: 0034-9887