Integrating Reggio Emilia and Montessori Principles in Lower Secondary Education: A Case Study in 6th Grade Classrooms

Abstract Book of the 10th World Conference on Future of Education

Year: 2026

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Integrating Reggio Emilia and Montessori Principles in Lower Secondary Education: A Case Study in 6th Grade Classrooms

Cassius Adriano Craveiro Grillo, Jamille Costa Dias

ABSTRACT:

The transition from primary to lower secondary education represents a critical stage in students’ academic, social, and emotional development. During this transition, students often face increased curricular fragmentation and reduced autonomy, which may negatively affect engagement and learning motivation. This study analyzes the application of pedagogical principles inspired by the Reggio Emilia approach and Montessori education in 6th grade classrooms within lower secondary education. The research adopts a qualitative case study methodology conducted in a Brazilian school context aligned with the National Common Curricular Base (BNCC). Data were collected through classroom observations, pedagogical documentation, analysis of student work, and reflective notes from teachers. The findings indicate increased student engagement, greater autonomy in organizing learning activities, and stronger collaborative practices among students. The results suggest that adapting principles from Reggio Emilia and Montessori education beyond early childhood contexts can contribute to innovative pedagogical practices in lower secondary education. These approaches support the development of student agency, critical thinking, and collaborative learning, which are essential competencies for contemporary educational contexts.

Keywords: Brazilian School; Lower secondary education; Montessori education; Reggio Emilia; student agency.