Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

ISSN: 1073-6689

Language: Dutch

Language: English

ISSN: 0571-1142

Abstract/Notes: O método Montessori, como se convencionou chamar a perspectiva pedagógica derivada do trabalho de Maria Montessori (1870-1952), foi desenvolvido, principalmente, ao longo da primeira metade do século XX. Até hoje, no entanto, há escolas, publicações e cursos para professores sendo criados em todo o mundo. Desde o início de sua história, a pedagogia montessoriana aparece frequentemente na mídia de vários países do mundo, e, em alguns momentos da história, representou tanto um fenômeno midiático quanto editorial (KRAMER, 1988). Esta pesquisa trabalhou com um arquivo de textos midiáticos, publicados desde 1911 nos Estados Unidos da América e dedicou-se à análise e à interpretação de um corpus de textos da mesma natureza. Uma ênfase da análise foi dada aos textos publicados entre os anos 2000 e 2015. O aporte teórico das análises e das reflexões expostas aqui é a Análise de Discurso filiada aos estudos do inconsciente e da ideologia, iniciada na França, por Michel Pêcheux, e desenvolvida e ampliada no Brasil por autoras como Eni Orlandi. A história da perspectiva pedagógica de que tratamos já foi explorada antes por diversos autores (STANDING, 1962; KRAMER, 1988; POVELL, 2010, entre outros), mas poucos tangenciaram o trabalho da mídia quanto a essa pedagogia, embora mencionem a importância desta mesma instância de produção, e nenhuma das publicações emprega a perspectiva discursiva, que pode oferecer outros pontos de vista e permite a interlocução de diversas áreas de estudo. Os resultados obtidos com esta pesquisa apontam para uma direção previsível e duas bifurcações importantes desta. Em primeiro lugar, como propõe a teoria da Análise de Discurso, a produção discursiva é atravessada pela ideologia, e, assim, os textos com que trabalhamos fazem parte de um conjunto de sentidos e proposições que harmonizam com o verdadeiro, como operado pela ideologia dominante. Isso tem duas consequências específicas para este corpus. Por um lado, os sentidos que caracterizam o método Montessori são vinculados a valores não estranhos ao neoliberalismo e ao discurso empreendedor: fala-se muito de diversão, e, ao mesmo tempo, de alto desempenho, liberdade, sucesso, escolha individual e liderança. Por outro lado, há uma contradição muito presente entre caracterizar-se Montessori como uma pedagogia alternativa e dizer-se que Montessori é só uma via diversa para se alcançar os mesmos fins: alto desempenho acadêmico e sucesso financeiro. Em segundo lugar, notamos a proeminência do ponto de vista adulto sobre o possível ponto de vista infantil. Os textos, especialmente a partir de 2011, fazem sentido, com frequência, construindo as vantagens que a pedagogia montessoriana representa para o adulto, segundo uma perspectiva corporativa ou empreendedora. Por meio de nossa análise, pudemos caracterizar a configuração do discurso midiático sobre o método Montessori nos Estados Unidos e compreender como os sentidos se articulam para fazer de Montessori uma perspectiva válida e positiva, ao mesmo tempo, silenciando os sentidos que, ligados a ela, poderiam ser desarmônicos e, até mesmo, arriscados para a hegemonia do verdadeiro sobre a criança e sobre a educação. [The Montessori method, as the pedagogical perspective derived from the work of Maria Montessori (1870-1952) is usually called, was developed mainly during the first half of the twentieth century. To this day, however, there are schools, publications and courses for teachers being created around the world. From the beginning of its history, Montessori pedagogy has frequently appeared in the media of several countries, and at some moments in history has represented both a mediatic and editorial phenomenon (KRAMER, 1988). This research relies on an archive of media texts published since 1911 in the United States of America and is focused on the analysis and interpretation of a corpus of texts of the same nature. Emphasis was given to those texts published between the years 2000 and 2015. The theoretical foundation for the analyzes and reflections exposed here is the Discourse Analysis affiliated to the studies of the unconscious and the ideology, initiated in France by Michel Pêcheux, and developed and expanded in Brazil by authors such as Eni Orlandi. The history of the pedagogical perspective that we have dealt with has already been explored by several authors (STANDING, 1962, KRAMER, 1988, POVELL, 2010 and others), but few have touched on the work of the media in relation to this pedagogy, although they recognize its relevance, and none of the publications adopts the discursive perspective, which can offer other points of view, allowing the interlocution with several areas of study. The results obtained with this research point to a predictable direction, and two important and novel bifurcations. First, as the theory of discourse analysis proposes, discursive production is traversed by ideology, and thus the texts we work with are part of a set of meanings and propositions that harmonize with the truth, as operated by the dominant ideology. This, in turn, has two specific consequences for this corpus. On the one hand, the meanings that characterize the Montessori method are linked to values not unfamiliar to neoliberalism and entrepreneurial discourse: much is said of fun, and at the same time high performance, freedom, and success, individual choice, and leadership. There is a very present contradiction between characterizing Montessori as an alternative pedagogy and saying that Montessori is only an alternative way to achieve the same ends: high academic performance and financial success. Secondly, we notice the prominence of the adult point of view over the possible infantile one. The texts, especially as of 2011, often make sense from the advantages that the Montessori pedagogy represents for the adult, from a corporate or entrepreneurial perspective. Through our analysis, we have been able to characterize the configuration of the media discourse on the Montessori method in the United States and to understand how the senses are articulated to make Montessori a valid and positive pedagogical perspective, while silencing the meanings that could, if linked to that, be disharmonious, and we would say risky, for the hegemony of the truth about the child and about education.]

Language: Portuguese

Published: São Paulo, Brazil, 2019

Abstract/Notes: En el presente trabajo se describen y comparan los niveles de adaptación, ansiedad y autoestima registrados en 72 alumnos de escuela tradicional y 65 de escuela Montessori de la ciudad de Puebla, de entre 9 y 12 años de edad. No habiendo encontrado diferencias estadísticamente significativas en las tres variables estudiadas entre estas dos escuelas, es dado concluir que tanto la adaptación, como la ansiedad y la autoestima son fenómenos determinados por una multiplicidad de factores tanto internos (inteligencia, personalidad, maduración, aptitudes, actitudes, entre otros.), como externos (familia, escuela, sociedad, cultura), que actúan interrelacionados. Así mismo se establecen las correlaciones existentes entre adaptación, ansiedad y autoestima. Se describen, además, los análisis factoriales aplicados a los tres instrumentos psicométricos utilizados en esta investigación, ya que dos fueron generados en España y otro en Estados Unidos de América. Se recomienda que, ante la escasez de instrumentos psicométricos construidos y validados en nuestro país, se promuevan investigaciones que tengan como fin la producción y difusión de tests en México, lo que permitirá realizar estudios confiables y válidos en el campo de la Psicología. [In this work, the levels of adaptation, anxiety and self-esteem registered in 72 students from a traditional school and 65 from a Montessori school in the city of Puebla, between 9 and 12 years of age, are described and compared. Not having found statistically significant differences in the three variables studied between these two schools, it is possible to conclude that both adaptation, anxiety and self-esteem are phenomena determined by a multiplicity of internal factors (intelligence, personality, maturation, aptitudes, attitudes , among others.), and external (family, school, society, culture), which act interrelated. Likewise, the existing correlations between adaptation, anxiety and self-esteem are established. The factor analyzes applied to the three psychometric instruments used in this research are also described, since two were generated in Spain and another in the United States of America. It is recommended that, given the shortage of psychometric instruments built and validated in our country, research is promoted aimed at the production and dissemination of tests in Mexico, which will allow reliable and valid studies in the field of Psychology.]

Language: Spanish

Published: Cholula, Mexico, 2010

Abstract/Notes: Nous montrons que la pédagogie de Maria Montessori a ses racines d’une part dans le mouvement sensualiste de Comenius, Locke, Condillac et Rousseau, et d’autre part dans celui pédagogique de Pestalozzi, Itard et Séguin. La scientificité de sa conception et la tradition de sa transmission depuis un siècle garantissent sa crédibilité et sa pertinence ; nous constatons une cohérence dans l’ensemble du matériel pour les différentes matières enseignées et dans son emploi pour les enfants de 2 à 6 ans. Cependant, concernant l’apprentissage de la lecture et de l’écriture, des variations importantes peuvent apparaître selon les langues. Ainsi le matériel utilisé aujourd’hui en Angleterre est-il particulièrement développé et performant, alors que celui en usage en France est moins riche ; mais surtout, les « Dictées muettes©» en vogue dans certaines classes nous apparaissent non seulement désuètes mais sans aucun fondement phonologique et seraient avantageusement remplacées par les « Mots-images©» en cours d’expérimentation. À cette condition, la pédagogie montessorienne pourrait être sollicitée pour renouveler l’enseignement des correspondances grapho-phonologiques du français, y compris pour les élèves en difficulté. We show that Maria Montessori’s pedagogy has its roots on the one hand in the sensualist movement of Comenius, Locke, Condillac and Rousseau and on the other hand in the pedagogic movement of Pestalozzi, Itard and Séguin. The scientificity of its conception and its traditional way of transmission since one century guarantees its credibility and its relevance. We ascertain a coherence in the whole of Montessori’s apparatus of the various subjects taught and its use by the children from 2 to 6 years old.    Nevertheless, concerning the learning of reading and writing, there are important variations from language to language.   For instance, the material used today in Great Britain is particularly numerous and impressive, whereas the one used in France is less prolific and effective. Particularly the “Dictées muettes©” that are very fashionable in many classrooms seem to us not only out-of-date but also without any phonologic foundation. It would be beneficial to replace them by the “Mots-images©” (Word-Picture Cards) that are actually under experimentation. It is a prerequisite so the Montessori pedagogy could be adopted to renew the teaching of including to students in remedial education. [We show that Maria Montessori's pedagogy has its roots on the one hand in the sensualist movement of Comenius, Locke, Condillac and Rousseau, and on the other hand in the educational movement of Pestalozzi, Itard and Séguin. The scientific nature of its conception and the tradition of its transmission for a century guarantee its credibility and relevance; we see consistency in all the material for the different subjects taught and in its use for children from 2 to 6 years old. However, when it comes to learning to read and write, there may be significant variations between languages. Thus the equipment used today in England is particularly developed and efficient, while that in use in France is less rich; but above all, the "Dictées muettes ©" in vogue in certain classes appear to us not only obsolete but without any phonological basis and would be advantageously replaced by the "Words-images ©" currently being tested. Under this condition, Montessori pedagogy could be called upon to renew the teaching of grapho-phonological correspondences in French, including for pupils in difficulty. We show that Maria Montessori’s pedagogy has its roots on the one hand in the sensualist movement of Comenius, Locke, Condillac and Rousseau and on the other hand in the pedagogic movement of Pestalozzi, Itard and Séguin. The scientificity of its conception and its traditional way of transmission since one century guarantees its credibility and its relevance. We ascertain a coherence in the whole of Montessori’s apparatus of the various subjects taught and its use by the children from 2 to 6 years old. Nevertheless, concerning the learning of reading and writing, there are important variations from language to language. For instance, the material used today in Great Britain is particularly numerous and impressive, whereas the one used in France is less prolific and effective. Particularly the “Dictées muettes ©” that are very fashionable in many classrooms seem to us not only out-of-date but also without any phonologic foundation. It would be beneficial to replace them by the “Mots-images ©” (Word-Picture Cards) that are actually under experimentation. It is a prerequisite so the Montessori pedagogy could be adopted to renew the teaching of including to students in remedial education.]

Language: French

Published: Nantes, France, 2009

Language: English

Abstract/Notes: The proposal in this study define successful teaching from Hattie et al. (2017) and Grevholm (2012) research results. This is a comparative study with three teaching models in mathematics, Traditional model, Montessori model and Singapore model. The focus is on mathematics teaching in primary school, in Sweden. The study embrace a minor literature study and an interview study with three teachers, who work according the three models in their teaching. I use a socio-cultural perspective on learning, teaching and knowledge. A directed qualitative content analyze is used to analyze both the literature and the interviews. The results show the pros and cons of the three teaching models, according to the requirements of the proposed ideas of successful teaching. The results of the teachers´ statements clarify and problematize the differences between the three educational models in practice. / Denna studie utgår från en tes om framgångsrik undervisning som baseras på Hatties m.fl. (2017) och Grevholms (2012) forskning. Uppsatsen är en jämförande studie som utgår från tre undervisningsmodeller i matematik, traditionell undervisningsmodell, montessorimodellen och singaporemodellen. Fokus är på matematikundervisning i årskurs 1-3, svensk skola. Studien omfattar dels en mindre litteraturstudie, dels en intervjustudie med tre lärare som arbetar enligt de tre modellerna. Jag utgår från ett sociokulturellt perspektiv på lärande, undervisning och kunskap. Analyserna baseras på en riktad kvalitativ innehållsanalys. Resultatet visar på för och nackdelar med de tre undervisningsmodellerna och hur väl de uppfyller kraven enligt tesen för en framgångsrik undervisning. I resultatet tydliggörs genom lärarnas utsagor problematiken med de olika undervisningsmodellerna.

Language: Swedish

Published: Karlstad, Sweden, 2022