Language: German

ISSN: 0944-2537

Language: Japanese

ISSN: 0913-4220

Language: English

Abstract/Notes: O presente trabalho busca a identificação de táticas e estratégias empregadas no processo de implantação do método montessori-lubienska no Colégio Sion de Curitiba, entre 1956 e 1959. A construção desta narrativa historiográfica apresenta como eixo teórico articulador o historiador francês Michel de Certeau, com seus conceitos de lugar, de estratégia e de tática, a partir do entrecruzar de fontes de tipologia diversa coletadas nos arquivos do Colégio e em instâncias externas; e do diálogo com publicações acadêmicas que abordam os temas e o contexto, no âmbito nacional e paranaense. Os resultados da pesquisa evidenciam que sob atmosfera marcada no Paraná por iniciativas anteriores relacionadas ao método Montessori, a opção e as iniciativas católicas pelo método montessori-lubienska como saída para o embate entre católicos e renovadores, aliadas à formação que Soeur Maria Cristina recebera de Lubienska na França, permitiram que as irmãs de Curitiba por meio de golpes de astúcia organizassem táticas para garantir o método montessori-lubienska como estratégia a partir do Colégio Sion. [The present dissertation seeks to identify tactics and strategies used in the process of implementing the montessori-lubienska method at Colégio Sion in Curitiba, between 1956 and 1959. The construction of this historiographic narrative presents the french theoretical Michel de Certeau as an articulating theoretical axis, with its concepts of place, strategy and tactics, from the intersection of sources of different types collected in the archives of the College and in external instances; and dialogue with academic publications that address the themes and the context, at the Brasil and state of Paraná. The research results show that under an atmosphere marked in Paraná by previous initiatives related to the Montessori method, the Catholic option and initiatives by the montessori-lubienska method as a way out of the clash between Catholics and renovators, combined with the training that Soeur Maria Cristina had received from Lubienska in France, they allowed the sisters of Curitiba by means of cunning strokes to organize tactics to guarantee the montessori-lubienska method as a strategy from Colégio Sion.]

Language: Portuguese

Published: Curitiba, Brazil, 2020

Abstract/Notes: Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools. / Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do campo do Currículo; pesquisa documental em torno dos sites de escolas que se orientam pedagogicamente a partir das pedagogias em discussão; e, por último, dados de diários de campo a partir de observações em três escolas sendo que cada uma delas se fundamenta numa das pedagogias diferenciadas apresentadas. Os resultados mostraram outras formas de organização dos espaços, formas diferenciadas de avaliação e abordagem dos conteúdos escolares, mais especificamente no âmbito do Ensino de Ciências. Por fim, o trabalho permite uma reflexão e conscientização acerca do tradicional ensino que ainda se constitui em grande maioria nas escolas.

Language: Portuguese

DOI: 10.33448/rsd-v9i8.6385

ISSN: 2525-3409

Abstract/Notes: Includes sidebars on Marlene Barron and AMS

Language: English

ISSN: 1470-8647

Abstract/Notes: The present study is conducted to examine the effect of the Montessori method on kindergarten children's large muscle skills. The study group formed with 40 children who were between 36 and 60 months and going to Ihsan Dogramacı Implementation Kindergarten of Selcuk University, Faculty of Health Sciences, Konya during the 2014-2015 academic year. As data collection tool, the Large Muscle Skills Assessment Test (LMSAT) is used. The tests are applied to students before and after the experiment; they are applied again to experimental group ten weeks after the application of the program ended. Mann-Whitney- U Test and Wilcoxon Signed Rank Test were used in the analysis of the data obtained from the study. When the findings of the present study are examined and the pre-test and post-test score average of both experimental and control group children's gathered via Large Muscle Skills Assessment Test (LMSAT) is compared, a significant difference was found in favor of the experimental group. When experimental group children's Large Muscle Skills Assessment Test (LMSAT) post-test and test-retest score average results are compared there was no statistically meaningful difference. Depending on the findings it can be said that Montessori method affects kindergarten children's large muscle skills positively and is also more effective in terms of large muscle skills compared to the pre-School education program of the Ministry of Education. / Bu araştırma, Montessori yönteminin anaokulu çocuklarının büyük kas becerilerini etkisini incelemek amacıyla yapılmıştır. Çalışma grubunda, 2014-2015 öğretim yılında Konya ilinde bulunan Selçuk Üniversitesi, Sağlık Bilimleri Fakültesi, İhsan Doğramacı Uygulama Anaokulu'nda okul öncesi eğitime devam eden (36- 60 ay arası) 40 çocuk yer almıştır. Araştırmada veri toplama aracı olarak, Büyük Kas Becerilerini Ölçme Testi (BÜKBÖT) kullanılmıştır. Testler çocuklara deneme öncesi ve sonrasında uygulanmış; ayrıca deneme grubuna eğitim programı bitiminden on hafta sonra tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde Mann Whitney – U Testi ve Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Bulgular incelendiğinde, deneme ve kontrol grubu çocuklarının Büyük Kas Becerilerini Ölçme Testi (BÜKBÖT) sontest puan ortalamaları karşılaştırıldığında, deneme grubu lehine anlamlı bir farklılaşma bulunmuştur. Deneme grubu çocuklarının Büyük Kas Becerilerini Ölçme (BÜKBOT) Testi sontest ve izleme testi puan ortalamaları karşılaştırıldığında ise anlamlı bir farklılaşmanın bulunmadığı ortaya konulmuştur. Elde edilen bulgular doğrultusunda ulaşılan genel sonuç; Montessori yönteminin anaokulu çocuklarının büyük kas becerilerini olumlu yönde etkilediği ve MEB Okul Öncesi Eğitim Programı'na göre büyük kas becerileri acısından daha etkili olduğudur.

Language: Turkish

Published: Konya, Turkey, 2016

Abstract/Notes: At the turn of the twentieth century, in the context of the budding nation-state formation process throughout Latin America, liberalism, nationalism, and social reforms dominated Latin American intellectual political discourse in its relentless quest for modernity. Popular literacy movements and the expansion and centralization of the educational sphere, which was essential for cultivating national identities and reinforcing allegiance, proliferated throughout Latin America. In Costa Rica, the Olympians, a group of elite intellectuals intricately connected with the agro-export oligarchy, directed social and political reforms. The Olympians were overwhelmingly patriotic and patriarchal, and aimed to create a national culture that would reinforce existing economic, gender, and racial hierarchies. This project focuses on revolutionary feminists Carmen Lyra and Luisa González, who negotiated the cultural politics of education as intermediaries between students and the state through the publication of children’s periodicals. Specifically, this project analyzes the periodicals San Selerín (1912-1913, 1923-1924) and Triquitraque (1936-1947) to elucidate the ways in which these educators used children’s literature and Montessorian pedagogy to create a culture of inclusion and engagement rather than the patriotic and patriarchal pedagogy the Olympians. Contemporary memory has forgotten the revolutionary ideals of these educators, but this project affirms Carmen Lyra and Luisa González cannot be separated from their legacies as active members of the Costa Rican Communist Party, as fervent proletarian internationalists, and as revolutionary feminists. To do so would be to neutralize the potency of their memory.

Language: English

Published: Urbana-Champaign, Illinois, 2016

Abstract/Notes: The article deals with the educational ideas the famous Italian doctor and educator Maria Montessori, her many-sided personality, some aspects of the life, activities and methods highlighted on the pages of foreign periodicals. The relevance of the pedagogue’s ideas in the modern world has been stressed; the demand of the modern society for the education of a free individual, striving for independent active searches and self-realization, has been emphasized. The article reveals the personality of M. Montessori as one of the educators who was able to pose and solve a global problem in philosophical, psychological and pedagogical theory, as well as to implement her concept in practice, creating a pedagogical system named as «Montessori method». M. Montessori; as an educator who gave a new quality to the education development strategy, humanizing it, returning it to the person. The analysis of M. Montessori’s pedagogical activities, positions, views and her life paths, highlighted by foreign researches, have been presented in the article; her role as an architect of the «rediscovery» of the child has been stressed. The educator’s revolutionary ideas about childhood and education for life, rather than education based on obedience and immobility, have been noted as well as their development as a result of M. Montessori’s medical research has been admitted; her new visions of the school by designing strategies that would overcame the barriers to education, have been mentioned. The article also stresses the educator’s desire to show how to save humanity by means of pedagogy: starting with the child and human freedom and, in particular, freedom for women. / У статті розглядаються просвітницькі ідеї відомої італійської лікарки та педагогині Марії Монтессорі, її багатогранна особистість, окремі сторони життя, діяльності, методики, цінності, світоглядні орієнтири та принципи, висвітлені дослідниками на сторінках зарубіжних періодичних видань. Підкреслено актуальність ідей італійської педагогині в сучасному світі; зауважено запит сучасного суспільства на виховання вільної особистості, що прагне до самостійного активного пошуку, зростання та самореалізації. У статті розкривається особистість М. Монтессорі як однієї з педагогинь, яка зуміла поставити і вирішити глобальну проблему у філософській та психолого-педагогічній теоріях, а також змогла реалізувати її концепцію на практиці, створивши педагогічну систему під назвою «Метод Монтессорі». М. Момтессорі розкривається у статті як освітня діячка, яка надала стратегії розвитку освіти нової якості –гуманізувавши її та повернувши її людині. У статті подано думки зарубіжних дослідників стосовно педагогічної діяльності, позицій, поглядів та життєвих шляхів М. Монтессорі, висвітлених на сторінках зарубіжних періодичних видань; підкреслюється її роль як архітектора «повторного відкриття»дитини. Відзначено революційні ідеї педагогині стосовно дитинства та виховання на все життя, а не виховання на основі слухняності та нерухомості, а також визнання їх розвитку у результаті медичних досліджень М. Монтессорі. Згадано коментарі зарубіжних дослідників стосовно того, що протягом тривалого часу М. Монтессорі вважалася «проблемною»фігурою в італійському академічному та політичному істеблішменті, «будучи нонконформісткою, феміністкою та «складним педагогом»«; зауважено і підкреслено її нове бачення школи шляхом розробки стратегій задля подолання бар’єрів в освіті. У статті також наголошується на прагненні педагогині показати, як засобами педагогіки врятувати людство: починаючи зі свободи дитини та свободи людини та, зокрема, свободи жінки.

Language: English, Ukrainian

DOI: 10.28925/1609-8595.2023.3.8

ISSN: 2412-0774

Abstract/Notes: Maria Montessori (1870-1952), doctora i pedagoga, va dedicar la vida a l’estudi de l’infant. A partir de les seves observacions va elaborar un mètode pedagògic en el qual el centre era el nen i propiciava la resolució de les seves necessitats. El seu mètode va estendre’s per tot el món, arribant a Catalunya l’any 1911 a través d’un article a la revista Feminal. L’any 1914 es va dur a terme per primera vegada a la Casa de Maternitat de Barcelona una experiència d’aplicació del mètode Montessori. Des d’aquell moment l’ interès pel mètode va anar en creixement, sent molts els mestres i pedagogs interessats en ell. Aquest fet va provocar que fins i tot la mateixa Maria Montessori va viure durant un període a Catalunya. En aquest treball hem analitzat 95 articles publicats a Catalunya des del 1911 al 2014, any de celebració del centenari de la primera aula Montessori a Barcelona, per tal de valorar la repercussió que aquests articles podien haver tingut en la difusió i impuls del mètode a Catalunya. [Maria Montessori (1870-1952), a doctor and pedagogue, dedicated her life to the study of the child. From his observations he elaborated a pedagogical method in which the center was the child and favored the resolution of his needs. Her method spread all over the world, arriving in Catalonia in 1911 through an article in the magazine Feminal. In 1914, an experiment in the application of the Montessori method was carried out for the first time at the Barcelona Maternity Home. From that moment on, interest in the method grew, with many teachers and educators interested in it. This fact caused that even the same Maria Montessori lived during a period in Catalonia. In this work we have analyzed 95 articles published in Catalonia from 1911 to 2014, the year of the centenary of the first Montessori classroom in Barcelona, ​​in order to assess the impact that these articles could have had on the dissemination and promotion of the method in Catalonia.]

Language: Catalan

Published: Vic, Spain, 2017