A importância da rotina para o desenvolvimento da autonomia à luz do método Montessori

Abstract

This paper, presented to the Pedagogy course of the State University of Maranhão (Universidade Estadual do Maranhão - UEMA), aims to analyze the importance of the autonomy in the teaching-learning process, taking into account the Montessori method, seeking to understand the contributions to the child's development and, in this context, the role of the teacher. The research gave visibility to the structure of their routine, the appropriate materials, the environment and teaching practice. It was given theoretical and conceptual support to the understanding and the analysis of the phenomenon: Montessori (1949); Montessori Jr (1990); Mizukami (1986) and Paula Polk Lillard (2017). Methodological procedures used were the bibliographic review, document analysis and field research, in which systematic observation and interviews were conducted from a semi-structured script to understand the perspective of the acting subjects of that environment in relation to the method adopted by the school. From observations and interviews it was possible to notice that Escola Campo, in general, follows the Montessori method, however, considering what the literature points to, the use of the method requires minor adjustments and evaluation of actions by the subjects involved in the educational process. It is concluded that all subjects involved in the education system need to be clear about the philosophical principles that substantiate the method and, in equal measure, to understand the different contributions that it can offer to the educator and the student