Abstract/Notes: This article highlights two women important for pedagogy. María Montessori was a medical doctor who initially carried out research to alleviate the tensions generated by the poor sanitary conditions the children of this society experienced and under which they were educated through traditional strategies that had to be changed. Giuseppina Pizzigoni was a teacher who imagined a new school where children, the offspring of a brutally industrialized society, could be happy while learning. For both women the children’s education, being the task of adults, parents and teachers alike, should be carried out with responsibility and new methodologies they themselves constructed and proposed. For them, the future of humanity lies in the success of this task.

Language: Spanish

DOI: 10.17227/pys.num58-17099

ISSN: 2500-6436, 0121-2494

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: Maria Montessori e Ludwig Wittgenstein hanno apportato un contributo significativo allo sviluppo del concetto di linguaggio in ambito educativo. Muovendo dalla sfera del linguaggio parlato e passando poi a quella del linguaggio scritto, l’articolo che segue ha come proposito quello di far emergere le affinità concettuali rintracciate all’interno delle opere dei due autori. Tale parallelismo ha origine comune nella centralità affidata al rapporto interdipendente tra pensiero e linguaggio. L’articolo qui proposto vuole soprattutto amplificare il messaggio filosofico ed etico che accompagna questo pensiero comune ad entrambi gli autori e che può essere così riassunto: un ambiente educativo all’interno del quale venga promossa una visione filosofica ed etica del linguaggio permette al bambino di migliorare la qualità della propria vita intima e sociale. / Maria Montessori y Ludwig Wittgenstein han aportado una contribución significativa en el desarrollo del concepto de lenguaje en el ámbito educativo. Empezando por la esfera del lenguaje hablado y atravesando la de la escritura, este artículo se propone resaltar las afinidades conceptuales delineadas entre las obras de los dos autores. Este paralelismo encuentra orígenes comunes en la centralidad conferida al vínculo entre pensamiento y lenguaje. El propósito de este artículo es el de destacar el mensaje filosófico y ético que acompaña el pensamiento de los dos autores y que puede ser así resumido: un entorno educativo dentro del cual sea promovida una visión filosófica y ética del lenguaje, permite al niño mejorar la calidad de su propia vida interior y social. / Maria Montessori and Ludwig Wittgenstein contributed to formulate notions of language in the field of education. Starting from spoken language and moving to the written word, this article aims to unfold the conceptual resemblances in both authors. This parallelism finds common origins in the centrality conferred on the relationship between thought and language. The purpose of this article is to highlight the philosophical and ethical message that accompanies the thoughts of the two authors and that can be summarized that way: an educational environment within which a philosophical and ethical vision of language is promoted allows the child to improve the quality of their own individual and social life.

Language: Italian

ISSN: 2255-0666

Language: German

Published: München, Germany: Kindler, 1978

ISBN: 3-463-00716-9

Abstract/Notes: Ausgehend von der Beobachtung, dass in der Unterrichtsforschung Konzepte des „offenen Lernens“ für die Implementierung neuer Medien, wie dem Internet, empfohlen werden, wird der Zusammenhang zwischen reformpädagogischen Ansätzen und neuen Informationstechnologien hergestellt. Hier knüpfen die Untersuchungen der vorliegenden Arbeit an. Herausgegriffen wird das Konzept Maria Montessoris, untersucht in den USA, wo sich zum einen alternative Pädagogiken freier entwickeln können und zum anderen die Implementierung neuer Medien in den Unterricht offensiver vorangetrieben wird. Es wird angenommen, dass die Lernumgebung Montessoris unter dem Gesichtspunkt einer Modernisierung des Konzepts auf die heutigen Ansprüche eine optimale Lernlandschaft bietet, das Internet als natürliche Informationsquelle in den Unterricht zu integrieren. Die gegenwärtig kontroverse Umsetzung der Pädagogik Montessoris (AMI und AMS) sowie die zu diesem Zeitpunkt verwirklichte Internetnutzung in den Schulen werden am Beispiel der USA einer kritischen Reflexion unterzogen. Kapitel 1 dieser Arbeit betrachtet die Pädagogik Montessoris. Ein Abschnitt liefert Informationen über die kontemporäre Verwirklichung ihrer Pädagogik in den USA. Die Möglichkeiten des Internets für den Unterricht, die Aussagen der Forschung über das informationstechnische Lernen sowie seine Integration in den USA, wird in Kapitel 2 näher untersucht. In Kapitel 3 wird die Notwendigkeit des Interneteinsatzes in Schulen überprüft und die Eignung offener Strukturen als Basis dafür begründet. Die gewonnenen Erkenntnisse geben die Grundlage zu den in Kapitel 4 und 5 beschriebenen Untersuchungen, wie diese Implementierung in der Praxis nordamerikanischer Montessori-Schulen verwirklicht ist. Beschrieben wird sowohl eine Querschnittsuntersuchung als auch eine Fallstudie. Kapitel 6 schildert die pädagogischen Konsequenzen für die Nutzung des Internets im Unterricht. [Based on the observation that teaching research recommends concepts of “open learning” for the implementation of new media such as the Internet, the connection between reform-pedagogical approaches and new information technologies is established. This is where the investigations of the present work tie in. The concept of Maria Montessori is being singled out, examined in the USA, where, on the one hand, alternative pedagogies can develop more freely and, on the other hand, the implementation of new media in the classroom is being promoted more aggressively. It is assumed that the Montessori learning environment, from the point of view of modernizing the concept to meet today's requirements, offers an optimal learning landscape to integrate the Internet as a natural source of information into the classroom. The currently controversial implementation of Montessori pedagogy (AMI and AMS) as well as the internet usage in schools at that time are subjected to critical reflection using the example of the USA. Chapter 1 of this thesis looks at Montessori's pedagogy. A section provides information on the contemporary realization of their pedagogy in the USA. The possibilities of the Internet for teaching, the statements of research about information technology learning and its integration in the USA are examined in more detail in Chapter 2. Chapter 3 examines the necessity of using the Internet in schools and explains the suitability of open structures as a basis for this. The knowledge gained provides the basis for the investigations described in Chapters 4 and 5, how this implementation is realized in practice in North American Montessori schools. Both a cross-sectional study and a case study are described. Chapter 6 describes the pedagogical consequences for the use of the Internet in the classroom.]

Language: German

Published: Freiburg im Breisgau, Germany, 2003

Abstract/Notes: Book Reviews

Language: Dutch

DOI: 10.18352/bmgn-lchr.5751

ISSN: 2211-2898

Language: English

ISSN: 1054-0040

Language: Japanese

Abstract/Notes: E se Maria Montessori fosse vissuta ancora nei decenni passati dalla sua morte a oggi? Avrebbe verosimilmente incontrato don Milani, Mario Lodi, Rodari, Bortolato, Malaguzzi, Rosenberg, la Pedagogia del bosco, l’Apprendimento cooperativo, l’Educazione diffusa, le Scuole Senza Zaino. E, viceversa, senza Maria Montessori, quante di queste esperienze non sarebbero ciò che sono? In dieci diversi dialoghi viene proposto in questo volume un dizionario pedagogico di incontri e di temi significativi, fraternità pedagogiche evidenti e suggestive. Sono incontri che Montessori non ha mai vissuto personalmente, ma che possiamo provare a immaginare trasformandoli non solo in riflessione educativa e didattica ma anche in pratica quotidiana. Percorsi possibili di apprendimento e di sviluppo, spunti operativi per raccontare come l’incontro pedagogico possa essere declinato nel fare scuola, affidato alla professionalità di docenti che, appassionati al metodo Montessori, abbiano il desiderio e la capacità di farlo vivere nel presente, senza timore che la contaminazione possa voler dire snaturare l’essenza e il valore del metodo.

Language: Italian

Published: Trento, Italy: Erickson, 2018

ISBN: 978-88-590-1642-7

Abstract/Notes: The purposes of this study are to determine the views of teachers about Montessori science education, to discuss the Montessori approach in detail and make suggestions in this regard. The study was designed as a case study which is a qualitative research method. The participants were selected based on the criterion sampling method that is a purposive sampling method. In this regard, 7 upper elementary teachers and 8 middle school science teachers who are trained in Montessori teacher education programs participate in the study. Data is collected through a semi-structured interview. The collected data is analyzed with content analysis and descriptive analysis techniques from qualitative data analysis techniques. Findings suggest that the Montessori approach encourages children to work freely throughout the entire education but expects them to be responsible for their education. To achieve this, the learning environment, the teaching methods and techniques, and the assessment and evaluation methods take a highly flexible structure. This flexible structure of the approach allows individualization for each child. From the teachers' point of view, it is understood that the Montessori approach focuses on providing a nurturing environment where each child is respected and encouraged, where social interaction is intense, rather than focusing on academic education. In light of these findings, some suggestions for the implementation of the approach are presented. / Bu araştırmanın amacı, Montessori fen eğitimine ilişkin öğretmenlerin görüşlerini belirlemek, bu görüşler doğrultusunda Montessori yaklaşımını detaylı bir şekilde ele almak ve bu konuda önerilerde bulunmaktır. Çalışma nitel araştırma yöntemlerinden durum çalışması olarak desenlenmiştir. Katılımcılar, amaçlı örnekleme türlerinden ölçüt örnekleme göre belirlenmiştir. Bu doğrultuda araştırmaya uluslararası Montessori eğitmen eğitimi programlarına katılmış 7 ilkokul ikinci kademe (4,5 ve 6.sınıf) sınıf öğretmeni ve 8 ortaokul (7 ve 8.sınıf) fen bilgisi öğretmeni dâhil edilmiştir. Veriler yarı yapılandırılmış görüşme formuyla toplanmıştır. Toplanan verilerin analizinde nitel veri analiz tekniklerinden içerik analizi ve betimsel analiz kullanılmıştır. Bulgular Montessori yaklaşımının; çocukların tüm eğitim öğretim sürecinde özgür çalışmalarını teşvik eden fakat onlardan kendi eğitimlerinden sorumlu olmalarını bekleyen, bunu sağlayabilmek için öğrenme ortamını, öğretim yöntem ve tekniklerini ve ölçme ve değerlendirme yöntemlerini son derece esnek bir yapıya büründüren bir yaklaşım olduğunu ortaya koymaktadır. Yaklaşımın bu esnek yapısı her çocuk için bireyselleştirilmesine imkân tanımaktadır. Öğretmenlerin görüşlerinden Montessori yaklaşımının akademik eğitime odaklanmak yerine her çocuğun bireysel farklılıklara saygı duyulan ve teşvik edilen, sosyal etkileşimin yoğun olduğu besleyici bir ortam sağlamaya odaklandığı anlaşılmaktadır. Bu bulgular ışığında yaklaşımın uygulanabilmesine dair bazı öneriler sunulmuştur.

Language: Turkish

Published: Bolu, Turkey, 2019