<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442022000200191</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El método Montessori en la enseñanza básica]]></article-title>
<article-title xml:lang="en"><![CDATA[The Montessori method in basic education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza Freire]]></surname>
<given-names><![CDATA[Eudaldo Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Machala  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>85</numero>
<fpage>191</fpage>
<lpage>197</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442022000200191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442022000200191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442022000200191&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente ensayo es el resultado de un estudio referativo que tiene por objetivo analizar la importancia de la implementación del método Montessori en la enseñanza básica. Para la elaboración se siguió la metodología de Jara quien propone tres etapas (1) exploración de la temática y categorías relacionadas; 2) reconstrucción e interpretación crítica de las experiencias y hallazgos obtenidos; y 3) análisis de las categorías iniciales y emergentes, así como de sus respectivos hallazgos), además, se emplearon los métodos de análisis documental, hermenéutico e histórico lógico. Entre los principales hallazgos se tienen: la aplicación del método de Montessori, que fue diseñado originalmente para el trabajo con niños(as) discapacitados y marginales, gracias a sus resultados y potencialidades se emplea actualmente en la enseñanza básica general. Está fundamentado en los principios de libertad, autonomía y autodisciplina. Tiene por objetivos: liberar las potenciales del niño(a) en un ambiente estructurado y formar personalidades autónomas, independientes, ordenadas, empáticas, solidarias, críticas y con alta autoestima. Las ventajas de este método son: el desarrollo de las estructuras cognitivas del niño(a), la estimulación del aprendizaje autónomo, el fomento de las relaciones sociales y la autodisciplina, y la flexibilidad al tratamiento del currículo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This essay is the result of a referential study that aims to analyze the importance of the implementation of the Montessori method in basic education. For the elaboration, the methodology of Jara was followed, who proposes three stages (1) exploration of the theme and related categories; 2) reconstruction and critical interpretation of the experiences and findings obtained; and 3) analysis of the initial and emerging categories, as well as their respective findings), in addition, the methods of documentary, hermeneutic and logical historical analysis were used. Among the main findings are: the application of the Montessori method, which was originally designed to work with disabled and marginal children, thanks to its results and potential, it is currently used in general basic education. It is based on the principles of freedom, autonomy and self-discipline. Its objectives are: to release the potential of the child in a structured environment and to form autonomous, independent, orderly, empathic, supportive, critical personalities with high self-esteem. The advantages of this method are: the development of the child's cognitive structures, the stimulation of autonomous learning, the promotion of social relations and self-discipline, and flexibility in the treatment of the curriculum.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Método Montessori]]></kwd>
<kwd lng="es"><![CDATA[proceso de enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[ambientes preparados]]></kwd>
<kwd lng="en"><![CDATA[Montessori method]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning process]]></kwd>
<kwd lng="en"><![CDATA[prepared environments]]></kwd>
</kwd-group>
</article-meta>
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