?ntimamente en la colectividad acad?mica el nombre de Mar?a Montessori simboliza a la perfecci?n la escuela activa. A trav?s de los diversos imaginarios que se tienen acerca de Mar?a Montessori es ineludible preguntarnos nuevamente ?Cu?les son las ideas centrales de su pensamiento que deber?an estar vinculados a la escuela activa actual? Para tal objetivo se emprende una revisi?n y una tematizaci?n de sus categor?as a partir de la lectura de dos de sus obras. Volverla a leer y separar sus conceptos nos permite encontrar una Montessori que no ha sido explorada completamente, una que ayuda a aclarar un poco su cuestionado m?todo. Para este ejercicio se realiza una selecci?n de dos obras escritas por la autora: La mente absorbente del ni?o de 1949 y educaci?n de las potencialidades humanas publicaci?n realizada en 1947. El constructo de la tematizaci?n consiste en separar las categor?as vinculadas en los textos, analizando espec?ficamente dos asuntos que considero importantes y problem?ticos en el sentido que merecen ser cuestionados y discutidos en este horizonte. La primera denominada Inteligencia-Infancia como Biopraxis Montessoriana, donde revisamos la relaci?n inteligencia-infante; la segunda cuesti?n, denominada virtud c?smica, donde relacionamos la imaginaci?n-potencial humano. Es un prop?sito de este trabajo ampliar y fortalecer los horizontes y miradas sobre los aportes conceptuales de Montessori y de esta manera contribuir a repensar su obra en medio del desconcierto y barah?nda que ha dejado su m?todo. Creo que esto podr?a equilibrar su legado en una debida proporci?n.Intimately in the academic community the name of Mar?a Montessori perfectly symbolizes the active school. Through the various imaginaries that people have about Mar?a Montessori, it is unavoidable to ask ourselves again: ?What are the central ideas of her thought that should be linked in the current active school? For this purpose, a review and thematization of his categories is undertaken based on the reading of two of his works. Reading it again and separating its concepts allows us to find a Montessori that has not been fully explored, one that helps to clarify a bit of its questioned method. For this exercise, a selection of two works written by the author is made: The Absorbent Mind of the Child from 1949 and Education of Human Potentialities, a publication made in 1947. The thematization construct consists of separating the categories linked in the texts, specifically analyzing two issues that I consider important and problematic in the sense that they deserve to be questioned and discussed on this horizon. The first called Intelligence-Childhood as Montessorian biopraxis, where we review the intelligence-infant relationship; the second issue, called cosmic virtue, where we relate human imagination-potential. It is the purpose of this work to broaden and strengthen the horizons and perspectives on Montessori's conceptual contributions and in this way contribute to rethinking her work in the midst of the confusion and hubbub that her method has left. I think this could balance his legacy in due proportion.