TO DEVELOP IS TO CONTEXTUALIZE

NOTES ON MARIA MONTESSORI’S EDUCATIONAL METHOD

Authors

Keywords:

Montessori, Self-education, Education, Developmental Psychology, Pedagogy

Abstract

This article examines Maria Montessori’s educational method from the perspective of child development and sensory education. Grounded in a bibliographic review and conceptual analysis, the study explores how Montessori proposes a pedagogical approach centered on the child’s autonomy and active interaction with the environment. The research highlights Montessori’s conception that education should respect developmental boundaries and provide a prepared environment that fosters self-education. The Montessori method contrasts with the traditional education of its time by emphasizing the child as the protagonist of the learning process, while the educator assumes the role of facilitator. The central hypothesis is that the emphasis on freedom with responsibility and sensory experience in teaching significantly contributes to children’s cognitive, emotional, and social development. The bibliographic review was conducted without the intention of exhaustively covering all existing literature on the subject, prioritizing accessible and contemporary sources aligned with the relevance of Montessori pedagogy in modern education.

Author Biographies

Gustavo Augusto da Silva, Pontifícia Universidade Católica de Goiás

Ph.D. in Religious Studies at the Pontifical Catholic University of Goiás, researching philosophy of music, pop culture, and subjectivity. I hold a Master’s degree in Religious Studies from the same institution, with an emphasis on culture and symbolic systems. I am a technician in agriculture from the Federal Institute of Goiás – Ceres Campus (IFGoiano), and I have a licentiate and bachelor’s degree in Philosophy from the Institute of Philosophy and Theology of Goiás (IFITEG). I research Philosophy of Music, Contemporary Spiritualities, and Psychology. I am a Psychology student at Centro Universitário Araguaia.

Luciana Barros de Almeida, Pontifícia Universidade Católica de Goiás

Mestra em Educação pela Universidade Federal de Catalão. Graduação em Pedagogia - Universidade Federal de Goiás (1994); Especialização em Psicopedagogia - Universidade Católica de Goiás (2001); Psicopedagogia Clínica - Escuela Psicopedagógica de Buenos Aires ? Argentina (2005); Atendimento em Psicopedagogia; Coordenadora Externa do Projeto DIA - Diagnóstico Interdisciplinar de Aprendizagem mantido pelo NECASA/ Faculdade de Educação/ Universidade Federal de Goiás (2003/2009); Presidente da Associação Brasileira de Psicopedagogia - Seção Goiás (2008/2013); Vice-Presidente Nacional da Associação Brasileira de Psicopedagogia (2011/2013); Presidente do Conselho Nacional da Associação Brasileira de Psicopedagogia (2014/2019); Editora da Revista Psicopedagogia (2020/2022); Especialista em Educação Especial (2020); Especialista em Educação Montessoriana (2021); Membro da Equipe Diretiva Casa Escola Montessori, Goiânia/GO (desde 2018 até o presente momento). 

Gabriela Carvalho Mizuno Alves, Pontifícia Universidade Católica de Goiás

Doutoranda em Psicologia pela Pontifícia Universidade Católica de Goiás. Mestre em Psicologia pela Pontifícia Universidade Católica de Goiás. Especialista em Avaliação Psicológica pela Dalmass Curso (DALMASS-Goiás, 2021). Especialista em Docência do Ensino Superior pela Faculdade Brasileira de Educação e Cultura (FABEC - Go, 2018). Graduada em Psicologia pela Pontifícia Universidade Católica de Goiás (PUC - Goiás, 2018). Experiência em docência, prática de pesquisa, psicologia escolar, seleção de pessoal, treinamento e desenvolvimento e prática voltada para Psicologia da Saúde. Seus estudos possui como ênfase os seguintes temas: qualidade de vida, bem-estar, saúde mental, políticas públicas, saúde coletiva, adolescência e adulto.

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Published

2025-04-16

Issue

Vol. 20 No. 1 (2025): ESPECIAL 25 ANOS UNIARAGUAIA

Section

Articles

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