Publicação
As Escolas Montessori Hoje em Portugal - Os Espaços das Práticas Pedagógicas
| Resumo: | This master's dissertation examines the fundamental interrelationship between Montessori pedagogy and school architecture, demonstrating how learning spaces actively influence a child's holistic development. Rooted in the author's personal childhood experience in Montessori environments and the premise that space transcends its mere physical function, this study investigates how architectural design establishes itself as an essential pillar for the effective application of the Montessori method. The research delves into the theoretical foundations of the pedagogy, tracing its genesis with Maria Montessori who, by observing neurodivergent children, conceived an approach based on free learning and spontaneous development. The eight core principles of the method, such as the "absorbent mind of the child," "areas of learning," "sensitive periods," and the "prepared environment," are explored to highlight their profound connection with spatial organization. The "prepared environment" is designed to support children's individual needs and interests, fostering autonomy and self-formation. The quality of this environment relies on the attentive observation of the "prepared adult," who adjusts the space according to the child's needs. The study traces the evolution of Montessori spaces, from the first Casa dei Bambini in Rome, which operated in small, welcoming spaces for children of working-class families. The analysis of international references, such as the Montessori School in Delft (Hertzberger) and the Fuji Kindergarten (Tezuka Architects), illustrates the diverse architectural solutions that embody the pedagogy. The Delft school highlights a hierarchy of interconnected spaces, with corridors as "internal streets" and adapted furniture, promoting autonomy and interaction. The Fuji Kindergarten exemplifies a radical integration with nature, fluid spaces, an accessible roof, and playful elements that transform the building into a stimulus for holistic development. The dissertation also addresses the Portuguese context, where early childhood education was historically marked by female predominance and the "factory-school" model, despite initiatives by figures like Froebel and João de Deus. The presence of Montessori pedagogy in Portugal remains marginal, facing legislative and cultural challenges, such as resistance to minimalist environments and the elitist stigma, even though Montessori spaces can be created with modest resources. The survey of nine active Montessori schools in Portugal and the comparative analysis of four case studies (Escola Montessori São Lourenço, Nido Montessori Lisboa, Lisbon Montessori School, and Kairos Montessori) reveal the adaptability of "Montessori architecture" in rehabilitated buildings. These schools prioritize child-sized furniture, ample spaces, natural light, and connection to nature, demonstrating that pedagogical intentionality guides spatial adaptations. This work is of paramount importance as it fills a gap in the Portuguese architectural literature on the subject, contributing to the dissemination and recognition of "Montessori architecture." It reinforces the premise that architecture, when intentionally designed based on Montessori principles, is not merely a backdrop for learning but a vital component that shapes a child's development and interaction with the world, offering a more human and effective education, adaptable to diverse social and economic realities. |
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| Autores principais: | Campos, Sofia Denofre de |
| Assunto: | Montessori Pedagogy Child Development Schools Spaces Portugal Pedagogia Montessori Desenvolvimento Infantil Escolas Espaços Portugal |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Coimbra |
| Idioma: | português |
| Origem: | Estudo Geral - Universidade de Coimbra |
| Resumo: | This master's dissertation examines the fundamental interrelationship between Montessori pedagogy and school architecture, demonstrating how learning spaces actively influence a child's holistic development. Rooted in the author's personal childhood experience in Montessori environments and the premise that space transcends its mere physical function, this study investigates how architectural design establishes itself as an essential pillar for the effective application of the Montessori method. The research delves into the theoretical foundations of the pedagogy, tracing its genesis with Maria Montessori who, by observing neurodivergent children, conceived an approach based on free learning and spontaneous development. The eight core principles of the method, such as the "absorbent mind of the child," "areas of learning," "sensitive periods," and the "prepared environment," are explored to highlight their profound connection with spatial organization. The "prepared environment" is designed to support children's individual needs and interests, fostering autonomy and self-formation. The quality of this environment relies on the attentive observation of the "prepared adult," who adjusts the space according to the child's needs. The study traces the evolution of Montessori spaces, from the first Casa dei Bambini in Rome, which operated in small, welcoming spaces for children of working-class families. The analysis of international references, such as the Montessori School in Delft (Hertzberger) and the Fuji Kindergarten (Tezuka Architects), illustrates the diverse architectural solutions that embody the pedagogy. The Delft school highlights a hierarchy of interconnected spaces, with corridors as "internal streets" and adapted furniture, promoting autonomy and interaction. The Fuji Kindergarten exemplifies a radical integration with nature, fluid spaces, an accessible roof, and playful elements that transform the building into a stimulus for holistic development. The dissertation also addresses the Portuguese context, where early childhood education was historically marked by female predominance and the "factory-school" model, despite initiatives by figures like Froebel and João de Deus. The presence of Montessori pedagogy in Portugal remains marginal, facing legislative and cultural challenges, such as resistance to minimalist environments and the elitist stigma, even though Montessori spaces can be created with modest resources. The survey of nine active Montessori schools in Portugal and the comparative analysis of four case studies (Escola Montessori São Lourenço, Nido Montessori Lisboa, Lisbon Montessori School, and Kairos Montessori) reveal the adaptability of "Montessori architecture" in rehabilitated buildings. These schools prioritize child-sized furniture, ample spaces, natural light, and connection to nature, demonstrating that pedagogical intentionality guides spatial adaptations. This work is of paramount importance as it fills a gap in the Portuguese architectural literature on the subject, contributing to the dissemination and recognition of "Montessori architecture." It reinforces the premise that architecture, when intentionally designed based on Montessori principles, is not merely a backdrop for learning but a vital component that shapes a child's development and interaction with the world, offering a more human and effective education, adaptable to diverse social and economic realities. |
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