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Tema: Montessori

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    Montessori en la Argentina: una mirada histórica desde la prensa pedagógica.
    (Editorial Universidad Pedagógica Nacional, 2023-01-01) Frechtel, Ignacio
    This paper aims to inquire about the pedagogy of María Montessori in Argentina from the point of view of the history of education. In order to achieve this goal, the historical sources analyzed were two of the most critical journals in the first half of the 20th century: El Monitorde la EducaciónComún and La Obra. The first was the official review of the National Education Council, which oversaw Argentinian primary education as a government organ. The second was driven by a group of teachers and was formerly known as the official representation of the New School in Argentina. This investigation looks for marks and hints on the reception among Argentinean teachers of this pedagogy, internationalized since the second decade of the 20th century, over these two journals. As the main contribution, we learn about different ways of appropriation of Montessori’s pedagogy as well as the critics of her proposal and its usage to discuss positions of power in the local pedagogy field.
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    María Montessori y Giuseppina Pizzigoni: vestales en la renovación pedagógica italiana.
    (Editorial Universidad Pedagógica Nacional, 2023-01-01) Atehortúa Cruz, Adolfo León; Chistolini, Sandra
    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. Comparing Giuseppina Pizzigoni to Maria Montessori will allow us to point out some differences and similarities between the two schools of thought that go back to the contemporary Italian pedagogy of “new schools”.
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    Del utensilio al recurso didáctico : fundamentación ontológica y análisis de sus implicaciones para el aprendizaje en el aula.
    (Universidad Pedagógica Nacional, 2025) Torres Castro, Diego; Narváez Montoya, Ancizar
    La tesis Del utensilio al recurso didáctico propone una fundamentación ontológica del recurso didáctico, entendiendo su origen en la distinción heideggeriana entre “cosa” y “utensilio”. Desde esta perspectiva, un objeto solo adquiere sentido educativo cuando es intencionado por la acción pedagógica, lo que permite su tránsito hacia recurso y finalmente, recurso didáctico. La investigación profundiza en el papel de la técnica, siguiendo a Ortega y Gasset, para explicar cómo la intervención humana transforma los objetos en utensilios especializados para la enseñanza. Asimismo, articula esta reflexión con los aportes pedagógicos de Comenio y Montessori, mostrando la tensión entre instrucción asistida y aprendizaje autónomo. El trabajo integra un estudio de caso con docentes y estudiantes, evidenciando que la eficacia del recurso didáctico depende de la mediación docente, la planificación y la pertinencia pedagógica. Los resultados muestran que los recursos no son valiosos por sí mismos, sino por la intencionalidad y el contexto en que se utilizan. La tesis concluye que el recurso didáctico es una creación técnico-cultural que media el aprendizaje y cuyo sentido ontológico debe comprenderse para evitar visiones reduccionistas o meramente instrumentales de la educación. En suma, propone un marco integrador que une filosofía, técnica y pedagogía para resignificar el lugar del recurso en la educación moderna.
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    El material Montessori: de la vida práctica a la mente matemática.
    (Editorial Universidad Pedagógica Nacional, 2023-01-01) Torres Puentes, Elizabeth
    In the industry of didactic teaching materials, Montessori material has been established in a significant way as a possibility of providing children with different tools, so that they learn better and without trauma the contents of the school subject that cul-turally has been considered of greatest difficulty: mathematics. This reflection paper, derived from the review of the field, aims to make an analysis of the material within the framework of the scientific pedagogy method proposed by María Montessori at the beginning of the 20th century, emphasizing its specific contribution to the learning of mathematics in preschool children and in elementary school. The material used in the segments of practical life and sensory life will be reviewed, as well as deepen into the specialized material for the development of the mathematical mind, to show how the proposal of María Montessori’s method supposes an opportune path to take the children from the concrete representations of mathematical objects to the elevation of the mind —that allows them to build abstractions—. Finally, a dialogue is established about the validity of Montessori’s material in the school from research that has promoted its use in mathematics classrooms, and the possibility of including the material in the training of mathematics teachers to strengthen their didactic knowledge is highlighted.
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    La pedagogía de Montessori y la formación de profesores. La importancia de la teoría.
    (Editorial Universidad Pedagógica Nacional, 2023-01-01) Sanchidrián Blanco, Carmen
    This article reflects how to know about Montessori pedagogy and the process she followed to build it, can help future teachers to be reflective and innovative. The aim is not to suggest that student teachers should know the pedagogy of Montessori, nor that of any specific pedagogue, and to put it into practice or imitate it, without further ado. Educational literature agrees that an educational system will be as good as its teachers, and they will not be able to improve education if they simply apply methods designed by others in an uncritical and decontextualized way. After describing how Montessori came to propose her method and establish her pedagogical principles, the importance of linking theory and practice in the initial and permanent training of future teachers is underlined.