Práticas de sala de aula de uma professora que ensinou matemática em uma escola montessoriana durante a pandemia

Abstract

During the COVID-19 pandemic, both the remote teaching and, consequently, the discussion concerning pedagogical methods in the pandemic period, have become necessary as an emergency way to assist the students. In light of this changing scenario, tension and, fortunately, learning, I got involved in the qualitative research and in my own practice investigation and I found in their theoretical-methodological assumptions the opportunity to analyze and gather senses through my researcher-teacher path around the setting that the remote teaching brought me. The question that compasses this research is as follow: What were the possibilities, limits and adjustments performed with the Montessori materials in classroom practices alongside the mathematics teaching during the pandemic? The research aimed to identify which practices were possible to perform in a Montessori classroom throughout the pandemic and to present educational practices of a teacher who taught mathematics contents in the early years in a Montessori school during the pandemic through the emergency remote teaching. The theoretical reference of the investigation provides discussions about Maria Montessori, her teaching methods, her life path, the principles of her methodology as well as the mathematics teaching based on this teaching perspective. This work has a qualitative feature and a descriptive nature, using, for this, references like Borba and Araújo (2019); Bogdan and Biklen (1994); Gatti and André (2013); Garnica (2001); Lima and Mioto (2007); Lima and Nacarato (2009); Ponte (2002); Rechardson et al. (2008) and Wiezoreck (2021). The research was held in a third grade of elementary school, with 19 students, from a private school in the city of Juiz de Fora, in the state of Minas Gerais, which uses the Montessori philosophy in its teaching system. The tools for the data production were the recordings of the classes and the investigator’s notes. These materials that embodied the investigation were produced, descriptively, in forms of detailed texts from the recordings of the online moments and from the pictures sent by the families. The data analysis aimed at presenting the outcomes through the theoretical framework that was established previously to answer the guiding question. The investigation demonstrated that possibilities of working with mathematics during the pandemic existed, not with the same manipulable materials used in the Montessori schools, but with the materials inspired by Maria Montessori’s philosophy and with the online games that approached the topics studied. From some adaptations held by the teacher-researcher, it was possible to suit the issues worked with the third grade class in elementary school according to the school pedagogical proposal that was the context of this investigation.