Frases de Maria Montessori
Data de nascimento: 31. Agosto 1870
Data de falecimento: 6. Maio 1952
Maria Tecla Artemisia Montessori foi uma educadora, médica e pedagoga italiana. É conhecida pelo método educativo que desenvolveu e que ainda é usado hoje em escolas públicas e privadas mundo afora.
Destacou a importância da liberdade, da atividade e do estímulo para o desenvolvimento físico e mental das crianças. Para ela, liberdade e disciplina se equilibrariam, não sendo possível conquistar uma sem a outra. Adaptou o princípio da auto-educação, que consiste na interferência mínima dos professores, pois a aprendizagem teria como base o espaço escolar e o material didático.
Citações Maria Montessori
„A paz não escraviza o homem, pelo contrário, ela o exalta. Não o humilha, muito ao contrário, ela o torna consciente de seu poder no universo. E porque está baseada na natureza humana, ela é um princípio universal e constante que vale para todo ser humano. É esse princípio que deve ser nosso guia na elaboração de uma ciência da paz e na educação dos homens para a paz.“
Fonte: Maria Montessori; A Educação e a Paz; p. 54; Papirus Editora; 2004; Brasil
„A preparação que nosso método exige do professor é o auto-exame, a renúncia à tirania. Deve expelir do coração a ira e o orgulho, deve saber humilhar-se e revestir-se de caridade. Estas são as disposições que seu espírito deve adquiriri, a base da balança, o indispensável ponto de apoio para seu equilíbrio. Nisso consiste a preparação interior: o ponto de partida e a meta.“
Fonte: Maria Montessori; A Criança;p. 178; 1983, Editorial Nórdica Ltda; Brasil
„Para nós, as crianças revelaram que disciplina é resultado somente de um desenvolvimento completo, do funcionamento mental auxiliado pela atividade manual.“
Fonte: Maria Montesssori; Para Desenvolver o Potencial Humano;p.19; Papirus Editora; 2003; Brasil
Fonte: Nova Escola http://novaescola.abril.com.br/ed/164_ago03/html/pensadores.htm
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Part II : How Language Calls to the Child, p. 121
The Absorbent Mind (1949)
The Secret of Childhood, p. 108.
Contexto: We have in ourselves tendencies that are not good and which flourish like weeds in a field. (Original sin). These tendencies are many; they fall into seven groups, known of old as the Seven deadly sins. All deadly sins tend to separate us from the child; for the child compared to us, is not only purer but has mysterious qualities, which we adults as a rule cannot perceive, but in which we must believe with faith, for Jesus spoke to them so clearly and insistently that all the Evangelists recorded His words: Unless ye be converted and become as little children, ye shall nor enter into the Kingdom of Heaven. That which the educator must seek is to be able to see the child as Jesus saw him. It is with this endeavour, thus defined and delimited, that we wish to deal.
„If help and salvation are to come they can only come from the children, for the children are the makers of men.“
Part I : The Child's Part in World Reconstruction, p. 4.
The Absorbent Mind (1949)
Contexto: If help and salvation are to come they can only come from the children, for the children are the makers of men.
The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
„Such prizes and punishments are, if I may be allowed the expression, the bench of the soul, the instrument of slavery for the spirit.“
Fonte: The Montessori Method Scientific Pedagogy as Applied to Child Education in 'The Children's Houses' with Additions and Revisions by the Author
„One who has drunk at the fountain of spiritual happiness says good-by of his own accord to the satisfactions that come from a higher professional status“
Fonte: The Absorbent Mind (1949), Ch. 27 : The Teacher's Preparation, p. 283; part of this has become paraphrased as :
Contexto: One who has drunk at the fountain of spiritual happiness says good-by of his own accord to the satisfactions that come from a higher professional status … What is the greatest sign of success for a teacher thus transformed? It is to be able to say, "The children are now working as if I did not exist."
Ch. 5 : Discipline, p. 100.
Contexto: The peril of servilism and dependence lies not only in that "useless consuming of life," which leads to helplessness, but in the development of individual traits which indicate all too plainly a regrettable perversion and degeneration of the normal man. I refer to the domineering and tyrannical behaviour with examples of which we are all only too familiar. The domineering habit develops side by side with helplessness. It is the outward sign of the state of feeling of him who conquers through the work of others. Thus it often happens that the master is a tyrant toward his servant. It is the spirit of the task-master toward the slave.
Antropologia Pedagogica (1910), translated as Pedagogical Anthropology (1913), p. 259.
Contexto: It seems as though a new epoch were in preparation, a truly human epoch, and as though the end had almost come of those evolutionary periods which sum up the history of the heroic struggles of humanity; an epoch in which an assured peace will promote the brotherhood of man, while morality and love will take their place as the highest form of human superiority. In such an epoch there will really be superior human beings, there will really be men strong in morality and in sentiment. Perhaps in this way the reign of woman in approaching, when the enigma of her anthropological superiority will be deciphered. Woman was always the custodian of human sentiment, morality and honour, and in these respects man always has yielded women the palm.