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Article
Maria Montessori e il problema dell'educazione nel mondo moderno [Maria Montessori and the problem of education in the modern world]
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 20, no. 1
Date: 1970
Pages: 3
Educational change, Maria Montessori - Biographic sources, Marziola Pignatari - Writings
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Language: Italian
ISSN: 0042-7241
Article
Maria Montessori e il problema dell'educazione nel mondo moderno: Congresso internazionale Montessori
Publication: Rivista di pedagogia e scienze religiose, vol. 8, no. 3
Date: 1970
Pages: 367-368
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Language: Italian
ISSN: 0393-5655
Article
Il metodo Montessori nel moderno indirizzo educativo
Publication: L'Idea Montessori: organo dell'Opera Nazionale Montessori, vol. 2, no. 5
Date: 1929
Pages: 1-2
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Language: Italian
Article
Il moderno Aladino: Maria Montessori
Publication: Nostro figlio
Date: 1957
Pages: 44-47
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Language: Italian
Book Section
Attualità dei principi montessoriani nell'indirizzo scientifico moderno della psicologia infantile [Topicality of Montessori principles in the modern scientific direction of child psychology]
Book Title: Maria Montessori e il pensiero pedagogico contemporaneo [Maria Montessori and contemporary pedagogical thought]
Pages: 185-194
Conferences, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957), Montessori method of education - Criticism, interpretation, etc.
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Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1959
Book Section
Problemi educativi dell'industrialismo moderno [Educational problems of modern industrialism]
Book Title: Convegno sui problemi dell'educazione infantile nella vita industriale: atti [Conference on the problems of childhood education in industrial life: proceedings]
Pages: 69-84
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Language: Italian
Published: Roma, Italy: Ente Opera Montessori, 1956
Book
Un enfoque moderno al método Montessori
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Language: Spanish
Published: Mexico City, Mexico: Diana, 1978
Article
Educación infantil y oficio de maestra-jardinera, Medellín-Colombia: 1915-1930
Available from: Universidad Pedagógica y Tecnológica de Colombia
Publication: Historia y Memoria, no. 16
Date: 2018
Pages: 281-318
Americas, Colombia, Latin America and the Caribbean, Montessori method of education, Montessori schools, South America
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Abstract/Notes: El artículo tiene como propósito analizar históricamente la producción de un saber escolar que permitió la educación de los párvulos y la formación de la maestra-jardinera al interior del Colegio María Auxiliadora de Medellín, a partir de la apropiación de Pestalozzi, Fröebel y Montessori. Metodológicamente se empleó el enfoque histórico de la práctica pedagógica y como método algunas herramientas arqueogenealógicas. El contenido del texto se desarrolla en tres momentos: el primero analiza la emergencia de la maestrajardinera, el segundo da cuenta de la institucionalización de la enseñanza infantil como el primer nivel de instrucción y un tercer momento reescribe los discursos y prácticas para llevar a cabo la educación infantil y la formación de la maestrajardinera. Se presentan como resultados las tensiones de saberpoder que acontecieron en el marco de la pedagogía católica, los saberes para educar a los párvulos y la configuración de la cátedra de pedagogía infantil para la formación de la maestra-jardinera. Como conclusiones se exponen algunos usos de la experiencia educativa del kindergarten salesiano en el presente, recurriendo a la noción de memoria activa del saber pedagógico que permita, hacia futuro, llevar a cabo la reconceptualización de la educación inicial. [This paper analyzes the historical production of a kind of school knowledge that enabled the education of preschoolers and the formation of the preschool or nursery school teacher at Colegio María Auxiliadora of Medellin, by means of the appropriation of Pestalozzi, Fröebel and Montessori methods. Methodologically, this pedagogical practice was studied from a historical approach; additionally, some archeogenealogical tools were used. The contents of the text are developed in three moments: the first analyzes the emergence of the nursery school teacher, the second examines the institutionalization of early childhood teaching as the first instructional level, and a third moment rewrites the discourses and practices of early childhood education and preschool teacher training. The findings include the power-knowledge tensions that occurred in the context of catholic pedagogy, a characterization of the knowledge considered necessary for the education of preschoolers, and the configuration of the Early Childhood Pedagogy Program for the training of preschool teachers. In conclusion, some uses of the educational experience of the present Salesian kindergarten are related, recurring to the notion of active memory of pedagogical knowledge, that will allow the future reconceptualization of early education.]
Language: Spanish
DOI: 10.19053/20275137.n16.2018.7193
ISSN: 2322-777X