Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Language: English

Language: English

Language: English

ISSN: 0519-0959

Abstract/Notes: “Is it within our power to build a system of schools that allows dedicated educators to be successful, while giving all children opportunities to reach their potential?” John Merrow asks. “I believe it is.” As he reflects on the history of federal involvement in public education, Merrow highlights the urgency for structural changes in current education systems. To achieve this, he suggests an approach that would expand the influence of Montessori education in child development and address the complex question of whether public education serves as a public or private good.

Language: English

ISSN: 1522-9734

Abstract/Notes: This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms in order to more fully understand Cosmic Education’s meaning, purpose, and practice. The researcher also sought to understand how Cosmic Education could be an effective pedagogy of place, providing historical and social contexts in which students may develop and grow. The study used a post-intentional phenomenological design (Vagle, 2014), and was based on a series of interviews with five Montessori teachers from different classroom age levels. The data were analyzed using poetic inquiry through the form of found poetry. Emerging themes of Cosmic Education as a pedagogy of place and how that pedagogy of place contributed to agency in social justice were identified.

Language: English

Published: Nacogdoches, Texas, 2017

Language: English

ISSN: 1071-6246

Language: English

Language: English

ISSN: 1054-0040

Abstract/Notes: A partir de uma experiência com o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) no desenvolvimento de um dos subprojetos do curso de Pedagogia, da Universidade Estadual do Oeste do Paraná, campus de Francisco Beltrão, que tem atuado junto a este programa há seis anos, o objetivo deste artigo é analisar e discutir as contribuições do referido programa à formação inicial do pedagogo. Para isso, tomamos como referência o processo formativo de um grupo de acadêmicos que acompanhou e participou de atividades pedagógicas em um Centro Municipal de Educação Infantil (CMEI), onde tiveram contato com o método Montessori, e em duas escolas públicas em turmas de alfabetização nos anos iniciais do Ensino Fundamental. Para as análises e reflexões deste trabalho, temos como base nosso olhar de observadoras e coordenadoras do subprojeto que no decorrer do desenvolvimento de atividades semanais com o grupo nos permitiu acompanhar todo o processo formativo dos acadêmicos e ouvir seus relatos sobre suas vivências no programa, além, dos momentos de reflexões sobre a prática de ensino que aconteciam. Algumas constatações sinalizam para o quanto é significativa a inserção dos acadêmicos nas instituições de ensino desde os primeiros anos de sua graduação, consolidando uma relação mais efetiva entre teoria e prática e potencializando experiências formativas mais amplas, ao mesmo tempo que constituindo a identidade de sua atuação profissional com a docência. [Based on an experience with the Institutional Scholarship Program for Teaching Initiation (PIBID) in the development of one of the subprojects of the Pedagogy course, at the State University of Western Paraná, Francisco Beltrão campus, which has been working with this program for six years, the objective of this article is to analyze and discuss the contributions of the referred program to the initial formation of the pedagogue. For this, we take as reference the training process of a group of academics who accompanied and participated in pedagogical activities at a Municipal Center for Early Childhood Education (CMEI), where they had contact with the Montessori method, and at two public schools in literacy classes in the early years of elementary school. For the analyzes and reflections of this work, we are based on our view as observers and coordinators of the subproject that, during the development of weekly activities with the group, allowed us to follow the entire training process of the academics and hear their reports about their experiences in the program, in addition to , of the moments of reflection on the teaching practice that took place. Some findings indicate how significant the insertion of academics in educational institutions is from the first years of their graduation, consolidating a more effective relationship between theory and practice and enhancing broader training experiences, while constituting the identity of their performance professional with teaching.]

Language: Portuguese

DOI: 10.48075/rtm.v15i26.26169

ISSN: 1981-4682