Language: English

ISSN: 1071-6246

Abstract/Notes: Zachary Strangebye, Adrianne Renee

Language: English

ISSN: 1071-6246

Language: English

Published: Warwick, England, 2001

Language: English

Language: English

ISSN: 0010-700X

Language: English

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

DOI: 10.19053/01227238.1629

ISSN: 2256-5248

Language: English

ISSN: 0010-700X

Abstract/Notes: Costa Rica opened the doors to its first preschool, Escuela Maternal de Costa Rica in 1925 in the city of San José. This article attempts a pedagogical analysis of educational practice as taught by the country´s first teachers and understand the philosophical bases and profile of the that they aspire to educate. The results were obtained according to a methodology of symbolic interaction from collecting and analyzing original manuscripts, scientific and literary writings, historical photographs, and items recovered from the former preschool building, such as puppets and furniture. The preschool promoted organized and free play, as proposed by German pedagogue Friedrich Fröebel. It also established a school canteen, and emphasized manual skills as proposed by the Agazzi sisters. A state-of-the-art gym was also planned based on the principals of Belgian pedagogue Decroly. Other features of this pioneer Costa Rican institution included use of the psychoanalytic method, and healthcare support for families as established by Italian pedagogue Maria Montessori. The end result was an eclectic vision that significantly impacted twentieth century early childhood education.

Language: Spanish

DOI: 10.15517/revedu.v43i2.36438

ISSN: 2215-2644

Abstract/Notes: A função da professora constitui um aspecto fundamental dentro do sistema teórico montessoriano. De fato, Montessori atribui à professora um papel muito delicado: facilitar o correto crescimento da criança “pai do homem”. É por isto que o papel e a função da professora montessoriana devem responder aos pontos fortes de sua teoria educativa: a necessidade de que haja uma forte idéia de escola, a necessidade de diferenciar o momento teórico do momento prático e o papel desempenhado pelo desempenho científico da professora; o respeito que ambos devem ter com a criança (nem a professora nem a ciência podem fixar a priori os resultados de cada criança: potencialmente a excelência é para todos); o xeque a qualquer pretensão de neutralidade/objetividade: quando a relação é com seres humanos é sem sentido pensar que existam técnicos capazes de transmitir conceitos de maneira asséptica. Como dito anteriormente, a professora em Montessori se pode definir como um técnico, no sentido de que não é o científico a que lê corresponde a elaboração teórica senão técnico. Um técnico que não é nem neutro nem asséptico e cuja humanidade se colocará em um primeiro plano para que possa levar a cabo seu próprio trabalho o melhor possível. [The function of the teacher constitutes a fundamental aspect inside Montessori's system of thought. She offers to teacher a very delicate role, that of helping the right growth of child as "man's father". For this reason the role and the function of Montessori teacher must correspond to the principle points of her educative theory, that is to say: the necessity to have a strong idea of school; the need of clearly separating the practical moment (teacher) from the theoretical one (scientist); the respect due to the child both by scientist and teacher (neither teacher nor scientist can pre-established the results of the single child: potentially everyone can become an excellent pupil); the defeat of the idea of neutrality/absolute objectivity, that is to say that when you deal with human being you cannot pretend to transmit notions in a neutral way. Starting from this assumptions Montessori teacher can be certainly defined a technician, but she is a new kind of technician, because she isn't neutral, but on the contrary her humanity is in the foreground so that she can become an excellent teacher. / La función de la maestra constituye un aspecto fundamental dentro del sistema teórico montessoriano. De hecho, Montessori le atribuye a la maestra un papel muy delicado: facilitar el correcto crecimiento del niño "padre del hombre". Es por esto que el papel y la función de la maestra montessoriana deben responder a los puntos de fuerza de su teoría educativa: la necesidad de que haya una fuerte idea de escuela; la necesidad de diferenciar el momento teórico del momento práctico y el papel desempeñado por el científico del desempeñado por la maestra; el respeto que ambos deben tener del niño (ni la maestra ni el científico pueden fijar a priori los resultados de cada niño: potencialmente la excelencia es para todos); el jaque mate a cualquier pretensión de neutralidad/objetividad: cuando la relación es con seres humanos es un sinsentido pensar que existan técnicos capaces de traspasar nociones de manera aséptica. Según cuanto dicho anteriormente, la maestra en Montessori se puede definir como un técnico, en el sentido de que no es el científico al que le corresponde la elaboración teórica sino un técnico. Un técnico que no es para nada ni neutro ni aséptico y cuya humanidad se colocará en un primer plano para que pueda llevar a cabo su propio trabajo lo mejor posible.]

Language: Portuguese

ISSN: 2236-3459