It is a biographical research type of State of Knowledge, which pursues to identify the national scientific articles in journals published from 2002 to 2012, describing empirical researches in Psychology and Education on school moral's practices and analyze, in the light of the constructive theory, if such practices are favorable to the development of moral autonomy of students. The databases searched were Scielo and BVS. According to the descriptors, firstly it was found 341 articles of which, by Reading the summaries, 68 remained. Of these, using the criteria of selecting only those referred to an empirical research that could contain the explicit or implicit idea of school practices favorable to autonomy, lasting for the final analysis, 17 items. The finalists were divided into 3 categories for bringing different perspectives about the object of study: " moral education, values and learning: concepts and relation with the teacher praxis", "training intervention" and "intervention in school." Only seven articles reported school practices regarded as favorable to the construction of autonomy according to the constructivist perspective mainly focusing on working with self-knowledge , knowledge of others and active participation in the organization of the learning process . However, the benefits offered by some of the practices analyzed are short because they are specific activities, are intended only for students, rarely involve the school as a whole and have little influence in sociomoral school environment. Appears that despite numerous schools work with moral practices and there is a lot of research carried out both in the field of psychology and education identified in theses and dissertations, there are few studies that are published in indexed journals. There is a strong focus on the demand from schools regarding interventions for indiscipline. We propose that this is the gateway to the work of moral education founded on the elaboration of a draft comprehensive coexistence that includes a performance by the school community, considering all dimensions for the construction of autonomy.
It is a biographical research type of State of Knowledge, which pursues to identify the national scientific articles in journals published from 2002 to 2012, describing empirical researches in Psychology and Education on school moral's practices and analyze, in the light of the constructive theory, if such practices are favorable to the development of moral autonomy of students. The databases searched were Scielo and BVS. According to the descriptors, firstly it was found 341 articles of which, by Reading the summaries, 68 remained. Of these, using the criteria of selecting only those referred to an empirical research that could contain the explicit or implicit idea of school practices favorable to autonomy, lasting for the final analysis, 17 items. The finalists were divided into 3 categories for bringing different perspectives about the object of study: " moral education, values ??and learning: concepts and relation with the teacher praxis", "training intervention" and "intervention in school." Only seven articles reported school practices regarded as favorable to the construction of autonomy according to the constructivist perspective mainly focusing on working with self-knowledge , knowledge of others and active participation in the organization of the learning process . However, the benefits offered by some of the practices analyzed are short because they are specific activities, are intended only for students, rarely involve the school as a whole and have little influence in sociomoral school environment. Appears that despite numerous schools work with moral practices and there is a lot of research carried out both in the field of psychology and education identified in theses and dissertations, there are few studies that are published in indexed journals and yet few address active methods are continuous, involving the school community and also include the training of school personnel.
A educação brasileira enfrenta inúmeros problemas, dentre eles o do fracasso escolar. Acredita-se que vivências afetivas desagradáveis possam interferir negativamente na aprendizagem e em consequência na representação de si, portanto, da personalidade. Fundamentado na teoria psicogenética de Jean Piaget o presente estudo teve como objetivo investigar os sentimentos sobre a escola presentes em estudantes com histórico de fracasso escolar. Participaram do estudo 60 escolares de ambos os sexos, do Ensino Fundamental II, de duas escolas públicas de uma cidade do interior de Minas Gerais, sendo 30 com defasagem de idade/série de no mínimo dois anos e 30 em situação de regularidade escolar, pareados em idade e sexo. Foi realizada uma entrevista semiestruturada composta por seis questões relativas aos sentimentos sobre a escola. Os resultados evidenciaram presença significativa de sentimentos negativos nos participantes com histórico de fracasso escolar e os sentimentos positivos deste grupo estavam relacionados às relações interpessoais de amizade. Os participantes sem fracasso apresentaram relações mais positivas com o conhecimento. Os dados levaram a refletir que a escola é um ambiente em que ambos os sentimentos comumente estão presentes, visto que fazem parte da natureza humana. As situações de prazer e desprazer são necessárias ao crescimento psíquico. No entanto, se faz necessária a atenção à frequência e intensidade dos sentimentos negativos porque quando intensos, podem interferir na construção de personalidades saudáveis.
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