A construção da autonomia na educação infantil com base nas proposições teóricas de Maria Montessori

Abstract

This work aimed to understand how the construction of autonomy occurs in early childhood education based on the theoretical propositions of Maria Montessori. The Montessori method for the education of children has been used for many years in Brazil and worldwide. Due to the perceived reduction of systematic research on this topic in the present day, and considering Maria Montessori as a key figure in early childhood education, it became relevant to further explore the actual connections between her method and the historical/social context in which it emerged and is still used today. For this qualitative research, a bibliographic review of works by relevant authors on the topic was conducted, such as Maria Montessori (1936; 1985; 1987; 1965), Kuhlmann Jr. (1998, 2001); Ariès (1981); Schueler (1999), and current official documents guiding Brazilian education (BRASIL 1934; 1937; 1946; 1988; 1990; 1998; 2010; 2011; 2012; 2014; 2024), among others. As a result of this thesis, it was possible to outline the history of Western and Brazilian early childhood education, better understand the views and contributions of Montessori's works for the development of autonomy in infants and young children, and gain insight into how current official documents address child autonomy.