Abstract/Notes: O presente artigo descreve o contexto da arte educação em uma escola Montessoriana, voltada para a inclusão de alunos com deficiências. Maria Montessori1 acreditava que as crianças aprendem igualmente, mas em ritmos diferentes. Foi através de um estudo realizado com crianças com deficiências que ela obteve esta premissa. Na Pedagogia Montessoriana o aluno é observado dentro dos componentes emocionais, buscando, desta forma, desenvolver a totalidade da personalidade da criança nas relações lúdicas com a arte, pois assim o estudante tem a possibilidade de se expressar livremente, desenvolvendo a ousadia de um pesquisador, experimentando e percebendo novas capacidades de aprender. Portanto, a educação inclusiva se faz presente no ensino montessoriano por não estar fechada por disciplinas. Sua filosofia, organização e estrutura escolar são abertas para a percepção de diferentes raciocínios, culturas e ritmos de aprendizagem.

Language: Portuguese

DOI: 10.5965/198431781122015029

ISSN: 1984-3178

Abstract/Notes: Este trabajo presenta la sistematización de investigaciones sobre la pedagogía Montessori realizadas por estudiantes y docentes en el periodo septiembre 2020- marzo 2021 e informes de observación de las prácticas preprofesionales de las estudiantes de diferentes carreras de la FCJSE de la Universidad técnica Babahoyo. Los datos fueron recopilados por las estudiantes para reconocer el modelo pedagógico que se aplica y desarrolla en los establecimientos de educación inicial públicos y privados en la ciudad de Babahoyo. La sistematización permitió determinar que a nivel de discurso y documentos oficiales el modelo constructivista es el que sobresale; no obstante, en la práctica no es el único presente en los centros de desarrollo infantil, pues también se identifica el modelo de Montessori.

Language: Spanish

DOI: 10.46377/dilemas.v9i1.2857

ISSN: 2007-7890

Abstract/Notes: The following article looks at the role movement and sensorial stimuli do play in the educational approaches of Dr. Maria Montessori and Dr. Emmi Pikler as well as the Sensorial Integration and Psychomotor Therapy. The author of this paper has been studying, applying, and teaching all four approaches for many years and used her expertise in all four approaches to look at whether independent scientific research proves the effectiveness of movement and sensorial stimuli for reaching therapeutical as well as educational goals and to also provide scientific evidence for the fact that all four approaches focus on the role of these two factors, which means that this is a comparative study utilizing existing research papers. The methods of applying movement and sensorial stimuli in the four approaches mentioned above are being compared and linked to recent scientific findings concerning the role of movement and sensorial stimuli for the efficacy of education and therapy. This article compares the four approaches based on scientific research on the various methods as well as independent research which looks and the impact of movement and sensorial stimuli as well as a method of application and its effectiveness. It has been found that sensorial stimulation and movement are closely connected and that these play a major role in all four approaches although the methods of application are quite different. One example might be that the Montessori method purposefully teaches specific movements in specific ways while only Sensory integration therapy also utilizes passive movement as a sensorial stimulation. All four approaches rely on the self-motivation of the child and do not apply any kind of pressure.

Language: English

DOI: 10.35923/JES.2021.2.02

ISSN: 2457-8673

Language: Romanian

ISSN: 0034-8678

Language: Romanian

ISSN: 0034-8678

Abstract/Notes: Actualmente, el aprendizaje de la matemática escolar se ha constituido en un problema latente, generado por diversos factores, entre ellos, los métodos usados por el profesor. El objetivo de la investigación consistió en establecer la influencia que tiene el método Montessori en el fortalecimiento del pensamiento lógico-matemático en los infantes de grado tercero, en una Institución educativa colombiana. La metodología fue cuantitativa, con diseño cuasi-experimental; la información fue recogida en un diario de campo por observación directa y una prueba de entrada-salida; los datos se procesaron con el software SPSS y las hipótesis se comprobaron con la prueba de Wilcoxon. Los resultados mostraron que el método Montessori plasmado en una secuencia didáctica, influyó de manera significativa en el aprendizaje estudiantil asociado a las operaciones de adición y multiplicación con números naturales. Se concluye que este método promueve el aprendizaje significativo de los escolares, basado en experiencias y descubrimientos. / Currently, the learning of school mathematics has become a latent problem, generated by various factors, including the methods used by the teacher. The objective of the research was to establish the influence of the Montessori method in strengthening logical-mathematical thinking in third grade infants, in a Colombian educational institution. The methodology was quantitative, with a quasi-experimental design; the infor-mation was collected in a field diary by direct observation and an entry-exit test; the data were processed with the SPSS software and the hypotheses were verified with the Wilcoxon test. The results showed that the Montessori method, embodied in a didactic sequence, significantly influenced student learning associated with the operations of addition and multiplication with natural numbers. It is concluded that this method promotes meaningful learning in schoolchildren, based on experiences and discoveries.

Language: English

DOI: 10.19053/20278306.v11.n3.2021.13354

ISSN: 2027-8306, 2389-9417

Abstract/Notes: Neste texto é apresentado um enredo acerca da circulação de Maria Montessori a partir fontes localizadas na Itália, fruto de um estágio sanduíche cujo um dos objetivos foi de estabelecer fios narrativos que pudessem contribuir para melhor entender aspectos que estão relacionados à circulação de Montessori e o seu contexto de produção de saberes para a formação e o ensino nas primeiras décadas do século XX. É possível dizer, pós análise, que a sistematização da proposta de Montessori na forma escrita contribuiu para a divulgação do seu método, haja vista o “boom” pós publicação da Pedagogia Científica e a publicações de artigos de revistas por ela organizadas. Vale dizer, também, que os cursos de formação de professores ganharam, também, papel importante para a circulação do seu método, haja vista as convocatórias a Montessori feitas por parte do Estado, que podem ser consideradas como reconhecimento de uma expertise para responder à uma demanda prática à época. [This text presents a plot about the circulation of Maria Montessori from sources located in Italy, the result of a sandwich stage whose objective was to establish narrative threads that could contribute to better understanding aspects that are related to the circulation of Montessori and its context of knowledge production for training and teaching in the first decades of the 20th century. It is possible to say, after analysis, that the systematization of Montessori's proposal in written form contributed to the dissemination of his method, given the boom after the publication of Scientific Pedagogy and the publication of articles in journals organized by it. It is also worth mentioning that teacher training courses have also gained an important role in the circulation of their method, given the calls to Montessori made by the State, which can be considered as recognition of an expertise to respond to a practical demand at the time.]

Language: Portuguese

ISSN: 2447-6447

Abstract/Notes: La investigación se desarrolló en torno a las estrategias implementadas por los docentes en el desarrollo de la oralidad, y la aplicación del Ajesori como estrategia a partir del juego del ajedrez tomando como referencia la trayectoria e impacto que ha tenido en la aplicación como herramienta educativa, para fortalecer esta habilidad comunicativa y su incidencia en el aprendizaje de los estudiantes de grado primero en la Institución Educativa Ricabrisa del municipio de Tarqui en el departamento del Huila, la cual, se ejecutó bajo el análisis de tres categorías: Enseñanza de la oralidad, Estrategia de Ajesori y Análisis de la estrategia. Para estas categorías se utilizó la observación directa por parte del docente investigador, las entrevistas a los docentes (población objeto de estudio) y el diario de campo como instrumento de recolección de datos. Además, para cada una de las categorías se tuvo en cuenta cuatro subcategorías: planeación, ejecución, evaluación y seguimiento, con las cuales se buscó identificar las estrategias utilizadas por los docentes y su incidencia, para posteriormente aplicar el Ajesori, fundamentado en el modelo pedagógico de María Montessori y, finalmente, evaluar su efectividad. Durante el ciclo escolar, la secuencia didáctica fue asumida en tres de las 13 sedes de la institución objeto de estudio, donde los docentes lograban desarrollar procesos de evaluación a través de la misma, en los distintos temas que iban desarrollando con los educandos, convirtiéndose en herramienta de innovación didáctica y pedagógica, tanto para el docente como para el estudiante, formando un espacio agradable para el aprendizaje de los educandos. [The research was developed around the strategies implemented by teachers in the development of orality, and the application of Ajesori as a strategy based on the game of chess, taking as a reference the trajectory and impact it has had on the application as an educational tool, to strengthen this communication ability and its impact on the learning of first grade students at the Ricabrisa Educational Institution of the municipality of Tarqui in the department of Huila, which was carried out under the analysis of three categories: Teaching of orality, Strategy of Ajesori and Analysis of the strategy. For these categories, direct observation by the research teacher, interviews with teachers (study population) and the field diary were used as a data collection instrument. In addition, for each of the categories, four subcategories were taken into account: planning, execution, evaluation and monitoring, with which it was sought to identify the strategies used by teachers and their incidence, to later apply the Ajesori, based on the pedagogical model of María Montessori and, finally, evaluate its effectiveness. During the school year, the didactic sequence was assumed in three of the 13 headquarters of the institution under study, where teachers were able to develop evaluation processes through it, in the different topics that they were developing with the students, becoming didactic and pedagogical innovation tool, both for the teacher and for the student, forming a pleasant space for student learning.]

Language: Spanish

DOI: 10.31948/rev.criterios/28.1-art5

ISSN: 0121-8670

Language: Romanian

ISSN: 0034-8678

Language: Romanian

ISSN: 0034-8678