Construção das identidades de educadoras: uma perspectiva montessoriana

Abstract

At the current moment, educators live daily confrontations coming through the daily challenges of pedagogical practice that arise in detriment to the diverse demands of a certain social, political and economic context. Some educational institutions establish innovative methodologies that propose differentiated space logics, as well as those that use the Montessori perspective. In this sense, it becomes important to know the identity processes that are built by the Montessor educators in face of the challenges displayed through the teaching-learning process. Therefore, the question of this research is "How are the identities of the educators who act in a Montessori perspective constituted?" The purpose of this study is to understand the identity of early childhood educators, the early years of elementary school, the coordination and direction that work in a Montessor perspective. Educator, in this work, was understood in its broad performance, according to the precepts of Paulo Freire. The theoretical basis is aligned with the ideas of Paulo Freire and Antônio Nóvoa regarding "being educators"; of Stuart Hall, Mylene Santiago, Abdeljalil Akkari, Luciana Marques, Paulo Freire, Jorge Larrosa and Marli André to point out the identity; and Paula Lillard and Maria Montessori on the Montessori educator. The methodological approach adopted is the narrative based on Inês Barbosa, Jorge Larrosa and Nilda Alves, whose strategies are the observation of school daily life and the autobiographical narratives of six Montessor educators from a private and Montessor school in the city of Juiz de Fora. A conversation was held with such educators. At the end of the research. we understand that the incompleteness of educators is a brand in search of more knowledge in the area of education on child development and the Montessorian perspective; so they are always in continuous formation, aiming to meet the demands of the diversity of the school context. Its formation is imbricated with the practice in the classroom and with the being in the life in society, profiled in the perspective of being: being in the daily life, constituting themselves in a post modern individual in the formationg of their identity.