Montessorian education and space valorization: the experience at “Colégio Montessori Rosário”
DOI:
https://doi.org/10.51359/2594-9616.2022.252143Keywords:
Teaching-learning, space, geography, Montessori MethodAbstract
The objective of this article is to discuss the Montessori Method potential in the teaching-learning process, in which space appears as one of the most important variables to lead the success of the pedagogical perspective, bringing a fertile investigationfor the Geography field. The qualitative research methodology includes theoretical approaches and field research at a school that follows the Montessori Method, located in Rosario, Santa Fe, Argentina. As a result, it was understood that the planning and organization of the space is a fundamental factor for the motor and cognitive development of children, it should instigate the exploration and free movement of the little ones with minimal intervention of the teacher, even while accessing the didactic materials. The spatial organization and respect for each child's individuality and time of learning, shows that the first steps in autonomy are possible from an early age. In addition, this matter is a fertile field and still insufficiently explored in Geography research
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Copyright (c) 2022 Ariel Pereira da Silva Oliveira, Ideni Terezinha Antonello, Jeani Delgado Paschoal Moura, Larissa Alves de Oliveira
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