"O processo em Montessori parece que acontece do nada, né?": caminhando nas trilhas da lectoescrita em Montessori

Abstract

Maria Montessori proposed an approach that considers the child as a being endowed with potentialities to be developed. She develops several experiences that provide opportunities for a global development of the child, understanding her as an active subject in this process. This monographic work aims to analyze how the experiences of Early Childhood Education, developed in the daily life of the Montessorian approach, prepare children to learn to read and write. Using the contributions of Montessori (n.d; 2017), Paschoal and Machado (2019), Salomão (2018) and Faria et al. (2012) about Montessori education; and authors such as Vygotsky (1989; 1991), Emília Ferreiro and Ana Teberosky (1985), Magda Soares (2004, 2020) among others who contributed to the studies of lecto-writing. This research used a qualitative approach, using a semi-structured interview to obtain data for analysis. Data analysis was carried out in an exploratory manner, reflecting and articulating the theoretical framework with the experiences of Montessori early childhood education, reported in the interview. With this, four categories were created: 1) immersion in the literacy context, 2) identification of letter sounds, 3) motor development and 4) interaction. The discussion brought the phonic method as one of the points developed within the Montessorian approach. And for that reason, it is important to point out that this work does not reinforce the use of the phonic method, and does not seek to discuss this aspect in depth. Data analysis shows us that Montessori-inspired experiences contribute to learning to read and write.