AUTONOMIA E PROTAGONISMO: PONTOS DE ENCONTRO ENTRE MONTESSORI E A BASE NACIONAL COMUM CURRICULAR

Abstract

This article explores the points of convergence between the Montessori method and the National Common Curriculum Base – BNCC (2017) in the context of early childhood education. The study highlights how the implementation of the BNCC, with an emphasis on learning rights and fields of experience, requires educators to adapt their pedagogical practices to meet the individual needs of children and connect learning to everyday life. By analyzing Maria Montessori's theory, the article highlights the importance of the Montessori method in promoting students' autonomy and protagonism, allowing them to become protagonists of their own learning process. The study proposes that, by integrating the principles of the BNCC with the foundations of Montessori, schools can create a more effective pedagogical environment, stimulating the integral development of students and strengthening independence from the first years of schooling. To achieve the objectives of this research, a literature review will be carried out based on theoretical principles that enable a deep understanding of pedagogical practices, taking into account the specific needs of children. The proposal is to encourage children to take an active role, both in the school environment and in social life, developing autonomy and independence in the face of everyday challenges. Based on the theoretical framework, it is observed that, through the Montessori method, early childhood education students become more active in their learning and development process, since the principles of the method lead them to protagonism. It is concluded, therefore, that schools tend to achieve greater pedagogical success when they combine the guidelines of the BNCC with the Montessori foundations, whose results have been widely recognized and valued by society. Thus, both students and educators will be able to achieve an integral and meaningful development.