Método pedagógico montessoriano contemporâneo e suas implicações na educação infantil.

Abstract

The textdeals with the contributions of Maria Montessori to Early Childhood Education, as well as its impact in contemporary times. A review of the pedagogical methodology of the Montessori method will be presented, as a proposal for a critical analysis on the meaning of being a child and its different ways of learning. The starting question is what are the understandings of the pre-school teachers about the Montessori method? How are the teachers' practices and how does the student react to this form of teaching? The assumption to be observed is that two conditions must be aligned for the development of the Montessori method, that is, that children need appropriate spaces to express freely and participatory to learn and teachers need to know and organize learning within of this Montessori precept. We aim to understand the Montessori pedagogical method from the confrontation between literature and the practice of teachers of the public school system. This is a qualitative study, with anchorage in the research dimensions proposed by Novikoff (2010). For the development of the research, bibliographical and documentary researches were used, as well as a descriptive field approach, using structured or systematic, nonparticipant and naturalistic observation instruments, with interviews with the teachers of the public school of early childhood education. The interview was based on oral thematic history (MEIHEY; RIBEIRO, 2011). Thus, we hope to contribute to the discussions on the best possibilities for the development of student learning.