THE MONTESSORI METHOD IN PUBLIC EDUCATION: POTENTIAL FOR AUTONOMY, EQUITY AND QUALITY OF EDUCATION.

Abstract

This article analyzes the potential application of the Montessori Method in the Brazilian public basic education system. Developed by Maria Montessori, this pedagogical approach centers on child autonomy, sensory-motor stimulation, and a prepared environment facilitated by a guiding teacher rather than a traditional instructor. The methodology is based on a qualitative bibliographic review, analyzing Montessori's principles such as auto-education, cosmic education, and education as a science. The results indicate that the core tenets of the method—fostering independence, respect, and intrinsic motivation—are highly aligned with the goals of equitable and quality education. While acknowledging significant implementation challenges, particularly regarding cost and teacher training, the study concludes that the strategic incorporation of Montessori practices, such as learning environments, manipulative materials, and a renewed role for the educator, can significantly contribute to reducing educational inequality and promoting the integral development of students in the public network. This work advocates for the democratization of this pedagogical approach, repositioning it not as an exclusive luxury but as a viable tool for educational transformation.