Montessori literacy and the national common curriculum: A comparative study in Palhoça, SC

Abstract

The present work aims to understand how the literacy process is developed in a Montessori school of the private network of Florianópolis and of a public school of the municipal network of Palhoça. To achieve the general objective, the specific objectives were aligned, which are: 1- to present the fundamentals of national literacy, 2-  to investigate through curricular documents, how the literacy process works in schools of the municipal network of Palhoça compared  to the literacy proposal of a Montessori school of the private education network. The research presents a qualitative approach, through a documentary analysis of the Political Pedagogical Projects  of a school in the municipal network of Palhoça and also of a private school in Greater Florianópolis, which uses Montessori Pedagogy in its curriculum. The research was based on Montessori (1965), Soares  (2009), Vygotsky (2001  ), as well as national documents such as: National Common Curricular Base - BNCC (2017) and Curricular Base of the Municipality of Palhoça (2019). Through data analysis, both institutions describe in their official documents the literacy processes based on the BNCC. The result of this research is based on the analysis of two dimensions, divided into: General pedagogical conceptions and Literacy conceptions. Presented from the data analyzed, distances between the two institutions in the General Pedagogical Conceptions and approximations in the Literacy Conceptions.

DOI:https://doi.org/10.56238/sevened2024.002-001