Maria Montessori e os materiais didáticos: condensando saberes profissionais da docência em matemática (1900-1930)
Data
2021-05-27
Autores
Rezende, Alan Marcos Silva de
Orientadores
Valente, Wagner Rodrigues
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Neste texto defende-se, a partir da perspectiva histórica, a tese que os materiais montessorianos condensam saberes, saberes profissionais do professor que ensina matemática. Para a defesa desta tese, coloca-se como questão a responder: que processos e dinâmicas estão presentes na condensação de saberes profissionais do professor que ensina matemática postos nos materiais montessorianos? Dessa forma, inicialmente são descritos aspectos relacionados à trajetória profissional e pessoal de Maria Montessori, de forma a aproximar o leitor de Montessori, dando ciência dos materiais e obras que essa médica e educadora produziu nas primeiras décadas do século XX, como a Pedagogia Científica (1909), Psicoaritmética (1934) e Psicogeometria (1934). Em seguida são apresentados aspectos teórico-metodológicos deste estudo a partir, principalmente, de autores como Woolgar (1991), Bachelard (1996), Vicent, Lahire & Thin (2001), Burke (2015), Baudrillard (2015), Valente (2019) e Hofstetter & Schneuwly (2017). Para isso, são discutidos elementos a partir da perspectiva histórica, da história das ciências e semiologia para apontar a hipótese de que os materiais condensam saberes. Também são postos estudos acerca da cultura material escolar e a especificidade dos materiais produzidos por Maria Montessori. Esses elementos apontam caminhos metodológicos para a defesa da tese, como a necessidade de localizar as produções e materiais de Maria Montessori em seu tempo, e análise dos processos que antecedem a produção dos saberes sistematizados por Montessori, como maneira para melhor entender a condensação de saberes profissionais do professor que ensina matemática nos materiais; são seguidos os passos dados por ela para divulgação dos saberes, dos seus materiais. Para além das orientações como formas metodológicas de trabalho pedagógico, tais iniciativas são consideradas como a incorporação de saberes nos materiais. Essa condensação, por sua vez, revela que os materiais montessorianos produzem uma nova organização para o ensino de matemática (Aritmética e Geometria). Um novo saber instala-se buscando modificar as ações, as práticas profissionais dos docentes. Uma nova postura se exige do professor, portanto. Ele deverá ser portador de um novo saber para a docência da matemática nos primeiros anos escolares. Não se trata, apenas, de uma mudança metodológica, são mobilizados saberes que não estão no campo disciplinar da matemática, traduzidos nos materiais elaborados por Maria Montessori a partir da sua vertente médico-pedagógica. Assim, num dado tempo pedagógico, os materiais montessorianos constituem-se como uma ferramenta profissional dos professores, os materiais montessorianos condensam saberes profissionais do professor que ensina matemática.
In this text defends, from the historical perspective, the thesis that Montessori materials condense knowledge, professional knowledge of the teacher who teaches mathematics. To defend this thesis, the question to be answered is: what processes and dynamics are present in the condensation of the professional knowledge of the teacher who teaches mathematics in Montessori materials? Thus, aspects related to Maria Montessori's professional and personal trajectory are initially described, to bring the reader closer to Montessori, about the materials and works that this doctor and educator produced in the first decades of the 20th century, such as Scientific Pedagogy (1909), Psychoarithmetic (1934) and Psychogemetry (1934). Then, theoretical and methodological aspects of this study are presented, from authors like Woolgar (1991), Bachelard (1996), Vicent, Lahire & Thin (2001), Burke (2015), Baudrillard (2015), Valente (2019) e Hofstetter & Schneuwly (2017). For this, elements are discussed from the historical perspective, from the history of sciences and semiology to point out the hypothesis that the materials condense knowledge. Studies about the school material culture and the specificity of the materials produced by Maria Montessori are also presented. These elements indicate methodological paths for the defense of the thesis, such as the need to locate the productions and materials of Maria Montessori in her time, and the analysis of the processes that precede the production of the knowledge systematized by Montessori, to better understand the condensation of knowledge professionals of the teacher who teaches mathematics in the materials; the steps taken by her for the dissemination of knowledge and its materials are followed. In addition to the guidelines as methodological forms of pedagogical work, such initiatives are considered as the incorporation of knowledge in the materials. This condensation reveals that Montessori materials produce a new organization for the teaching of mathematics (Arithmetic and Geometry). A new knowledge is installed seeking to modify the actions, the professional practices of the teachers. Therefore, a new posture is required of the teacher. He must have a new knowledge for teaching mathematics in the primary school. It is not just a methodological change, are mobilized knowledge that is not in the disciplinary field of mathematics, translated into the materials elaborated by Maria Montessori from her medical-pedagogical aspect. Thus, in a determined pedagogical time, Montessori materials are a professional tool for teachers, Montessori materials condense professional knowledge of the teacher who teaches mathematics.
In this text defends, from the historical perspective, the thesis that Montessori materials condense knowledge, professional knowledge of the teacher who teaches mathematics. To defend this thesis, the question to be answered is: what processes and dynamics are present in the condensation of the professional knowledge of the teacher who teaches mathematics in Montessori materials? Thus, aspects related to Maria Montessori's professional and personal trajectory are initially described, to bring the reader closer to Montessori, about the materials and works that this doctor and educator produced in the first decades of the 20th century, such as Scientific Pedagogy (1909), Psychoarithmetic (1934) and Psychogemetry (1934). Then, theoretical and methodological aspects of this study are presented, from authors like Woolgar (1991), Bachelard (1996), Vicent, Lahire & Thin (2001), Burke (2015), Baudrillard (2015), Valente (2019) e Hofstetter & Schneuwly (2017). For this, elements are discussed from the historical perspective, from the history of sciences and semiology to point out the hypothesis that the materials condense knowledge. Studies about the school material culture and the specificity of the materials produced by Maria Montessori are also presented. These elements indicate methodological paths for the defense of the thesis, such as the need to locate the productions and materials of Maria Montessori in her time, and the analysis of the processes that precede the production of the knowledge systematized by Montessori, to better understand the condensation of knowledge professionals of the teacher who teaches mathematics in the materials; the steps taken by her for the dissemination of knowledge and its materials are followed. In addition to the guidelines as methodological forms of pedagogical work, such initiatives are considered as the incorporation of knowledge in the materials. This condensation reveals that Montessori materials produce a new organization for the teaching of mathematics (Arithmetic and Geometry). A new knowledge is installed seeking to modify the actions, the professional practices of the teachers. Therefore, a new posture is required of the teacher. He must have a new knowledge for teaching mathematics in the primary school. It is not just a methodological change, are mobilized knowledge that is not in the disciplinary field of mathematics, translated into the materials elaborated by Maria Montessori from her medical-pedagogical aspect. Thus, in a determined pedagogical time, Montessori materials are a professional tool for teachers, Montessori materials condense professional knowledge of the teacher who teaches mathematics.