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O presente trabalho inclui uma reflexão crítica sobre as práticas de ensino supervisionada, em contexto de estágio, e uma investigação que surgiu na vontade de aprofundar o meu conhecimento sobre a metodologia Montessori, desenvolvida pela médica Maria Montessori. Na primeira parte do trabalho é realizada uma retrospetiva sobre as práticas desenvolvidas em contexto de Práticas Ensino Supervisionada (PES), realizadas ao longo do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico (CEB). Para a realização das mesmas recorreu-se a autores de referência, refletindo de uma forma aprofundada e realizando uma introspeção das práticas desenvolvidas em contexto de estágio.
Na segunda parte damos destaque ao trabalho de investigação de caracter qualitativa realizado em contexto de observações em Creche. Este trabalho visa conhecer e compreender a história de Maria Montessori e verificar suas conceções de educação subentendidas ao método, a preparação e organização do ambiente e os princípios dos materiais, das atividades montessorianas, e a função atribuída ao professor Montessori acreditava na possibilidade de melhorar a humanidade tendo como principal responsável a educação, a sua proposta pedagógica fundamentou-se em princípios científicos da psicologia desenvolvendo uma nova organização didática, associando, a teoria à prática. Os objetivos dessa pesquisa foram conhecer a história de Maria Montessori e verificar suas conceções de educação subentendidas ao método, a preparação e organização do ambiente e os princípios dos materiais, das atividades montessorianas, e a função atribuída ao professor. A estratégia metodológica utilizada é baseada em pesquisas bibliográficas.
Esta pesquisa abarca a criança como um Ser livre, dando enfase à liberdade e autonomia, a preparação do ambiente e materiais que respeitem as necessidades de desenvolvimento da criança. Consequentemente a isso, torna-se um adulto capacitado, independente e autónomo. O ambiente perspetivado nesta metodologia precisa de ser agradável e estimulante. Conclui-se que o método Montessori não idealiza preparar a criança para escola, mas sim para a vida. Reforçando a ideia de que a infância é a fase crucial e base de todo o desenvolvimento do individuo.
The present work includes a critical reflection about the supervised teaching practices in an internship context, and an investigation that emerged from the need to deepen my knowledge of Montessori’s methodology, developed by the Doctor Maria Montessori. The first part of the work presents a retrospective on the practices developed in Supervised Teaching Practices’ (STP) context, carried out during the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education (CBE). To carry out with those activities, referenced authors were taken into account, reflecting deeply and making an introspection of the practices developed in the internship’s context. In the second part, we highlight the qualitative research work carried out in an observation context in Daycare Schools. This work aims to acknowledge and understand the Maria Montessori’s history and verify her conceptions of education implied by the method, the preparation and organization of the environment and the characteristics of materials, the Montessori’s activities, and the teacher’s role. Montessori believed in the possibility of improving humanity, having education the main responsibility, her pedagogical proposal was based on psychology’s scientific principles, developing a new didactic organization, associating theory and practice. The goals of this research were to know Maria Montessori’s history and verify her conceptions of education underlying the method, the preparation and organization of the environment and the characteristics of the materials, Montessori’s activities, and the teacher’s role. The methodological strategy used is based on bibliographic research. This research sees the child as a free Being, emphasizing freedom and autonomy, preparing environment and materials that respect the child's developmental needs. Consequently, he becomes an empowered, independent and autonomous adult. The environment in this methodology needs to be pleasant and stimulating. It is concluded that the Montessori method is not intended to prepare the child for school, but for life. Reinforcing the idea that childhood is the crucial stage and the basis of the individual's entire development.
The present work includes a critical reflection about the supervised teaching practices in an internship context, and an investigation that emerged from the need to deepen my knowledge of Montessori’s methodology, developed by the Doctor Maria Montessori. The first part of the work presents a retrospective on the practices developed in Supervised Teaching Practices’ (STP) context, carried out during the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education (CBE). To carry out with those activities, referenced authors were taken into account, reflecting deeply and making an introspection of the practices developed in the internship’s context. In the second part, we highlight the qualitative research work carried out in an observation context in Daycare Schools. This work aims to acknowledge and understand the Maria Montessori’s history and verify her conceptions of education implied by the method, the preparation and organization of the environment and the characteristics of materials, the Montessori’s activities, and the teacher’s role. Montessori believed in the possibility of improving humanity, having education the main responsibility, her pedagogical proposal was based on psychology’s scientific principles, developing a new didactic organization, associating theory and practice. The goals of this research were to know Maria Montessori’s history and verify her conceptions of education underlying the method, the preparation and organization of the environment and the characteristics of the materials, Montessori’s activities, and the teacher’s role. The methodological strategy used is based on bibliographic research. This research sees the child as a free Being, emphasizing freedom and autonomy, preparing environment and materials that respect the child's developmental needs. Consequently, he becomes an empowered, independent and autonomous adult. The environment in this methodology needs to be pleasant and stimulating. It is concluded that the Montessori method is not intended to prepare the child for school, but for life. Reinforcing the idea that childhood is the crucial stage and the basis of the individual's entire development.
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Keywords
Educação Pré-Escolar Método Montessoriano Ambiente Atividades e Materiais Pre-School Education Montessorian Method Environment Activities and Materials