Desenvolvimento moral: considerações teóricas a partir de uma abordagem sociocultural construtivista

Martins, Lincoln Coimbra; Branco, Angela Uchôa

doi:10.1590/s0102-37722001000200009

Cited by 15 publications

(18 citation statements)

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“…In this aspect, beyond the moral development stages proposed by the two authors (Blatt & Kohlberg, 1975;Kohlberg, 1971;Kohlberg, 1982;Piaget, 1994), we think that the ideas on the importance of educative actions in promoting moral development and supporting the management of indiscipline by educators are relevant to our work (Biaggio, 1997;Martins & Branco, 2001;Oliveira, 2008). Thus, we understand indiscipline as something beyond the expression of individual developmental processes or behaviour without relation to the elements from the historical and cultural context.…”

Section: Introductionmentioning

confidence: 87%

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

Silva

Negreiros

Albano

2016

International Journal of Research in Education and Science

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The objective of this paper is to verify public school teachers' conceptions about indiscipline and to investigate behaviors and/or events that occur in the classroom and are considered indiscipline, their possible causes and ways of dealing with the problem. The literature points out that several factors help in the configuration of frame of indiscipline in schools, but it cannot be ignored as a problem to be resolved fundamentally in the teacher-student relationship, and the educational-school psychologist is therefore an important mediator in this relationship. Forty-eight public school teachers participated in this study, applying semi-structured questionnaires and accomplishing content analysis using the program ATLAS.ti 7. The teachers understand indiscipline as aggressiveness, restlessness, inattentiveness, talking, disrespect to peers and teachers, lack of zeal with material, degradation of the heritage school, emotional problems, etc. About the causes, the analysis shows the categories: "stand out familiar problems" and "personal problems", "social problems", "difficulties in the school-family partnership" and, in a smaller proportion, "didactic and pedagogical questions" and "absence of religiousness". The majority confront the problem by talking with the students and communiques to the family, trying to improve the methodology of the lessons, and just a few teachers share the situation with a director.

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Section: Introductionmentioning

confidence: 87%

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

Silva

Negreiros

Albano

2016

International Journal of Research in Education and Science

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“…Para la perspectiva sociocultural constructivista, el desarrollo moral es un fenómeno complejo que, en función de su naturaleza social, tiene lugar en el contexto de las relaciones e interacciones que el niño establece con sus colegas y con los adultos responsables por él (Barrios, 2013;De Vries & Zan, 1998. En función de su naturaleza cultural y, al mismo tiempo, subjetiva, el desarrollo moral ocurre a partir de las experiencias de vida concretas que la persona tiene en el contexto de las prácticas culturales específicas de su cotidiano (Branco, , 2012Martins & Branco, 2001;Paolichi, 2007;Ratner, 2002;Rogoff, 2005).…”

Section: Conflictos Interpersonales Y Desarrollo Moral En La Perspectunclassified

Concepciones de conflictos interpersonales y desarrollo moral en la educación infantil brasileña

Barrios¹

2016

PSICO

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Este artículo presenta parte de un estudio sobre desarrollo moral realizado en una institución pública de Educación Infantil de Brasilia desde la perspectiva sociocultural constructivista, en el que fueron analizadas las concepciones de nueve educadores sobre el papel de los conflictos interpersonales en el desarrollo moral, a través de su elaboración discursiva y de las estrategias pedagógicas usadas para intervenir en situaciones de conflicto. Los resultados mostraron el predominio de una visión negativa del conflicto por parte de los educadores, así como la necesidad de cambios en esa visión en función de la importancia de los conflictos interpersonales para la construcción de valores morales y de habilidades sociales que permitan la convivencia armónica y democrática. Palabras clave: conflictos interpersonales, desarrollo moral, educación infantil, perspectiva sociocultural constructivista. Ideas about Interpersonal Conflicts and Moral Development in Brazilian Early Childhood Education This paper presents part of a study of moral development conducted in a public early education school in Brasília, Brazil. A sociocultural constructivist perspective was employed to analyze the ideas of nine educators about the role of interpersonal conflict in moral development. Educators provided information about the pedagogical strategies they use to intervene in conflicts. Results show the dominance of a negative view of the conflict and the need for changes in this perspective due to the role that interpersonal conflicts play in building moral values and social skills that enable a harmonious and democratic coexistence.

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“…O entendimento do desenvolvimento moral passa pela análise do contexto, das situações de interações sociais e da própria percepção de que o sujeito constrói seu sentido próprio de certo e errado em suas experiências cotidianas. (MARTINS; BRANCO, 2001) Portanto, convém destacar que não existe uma moral normativa alheia ao sujeito que a adota. Se assim fosse ela seria carente de sentido subjetivo e passaria a ser uma imposição dogmática, uma domesticação.…”

Section: Conceito De Moralunclassified

<b>O Entendimento Cultural da Moral</b><br>DOI: 10.5007/1984-8951.2010v11n98p504

Teles

2010

Cad. Pesq. Interdisc. Ci-s. Hum-s.

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RESUMOO estudo da moral é complexo e demanda uma abordagem transdisciplinar para que sua característica como tema que está para além das disciplinas possa ser devidamente contemplada. Neste sentido é importante buscar o apoio da antropologia, da sociologia, da filosofia, da psicologia e também da biologia para que não se perca de vista esta complexidade. O tema da moral está diretamente ligado aos aspectos culturais do grupo social que a forja, a pensa e a pratica. Daí a necessidade de contextualizar seu estudo para que ele não fique tão abstrato e unicamente filosófico. Após percorrer os conceitos que lhe fundamentam nesta perspectiva transdisciplinar, que são os próprios conceitos de cultura e de moral, assim como os de valores e de ética, o presente texto contextualiza o sentido de moral em nossa cultura brasileira, pois acredita-se que interpretar nossa própria cultura enriquece o entendimento científico de conceito tão instigante. Palavras-chaves: Cultura. Moral. Ética. Valores. Transdisciplinaridade. ABSTRACTThe study of morality is complex and demands a transdisciplinary approach to concern its own characteristic as a theme that is beyond the disciplines. In this sense it is important to seek support in anthropology, sociology, philosophy, psychology and even biology to do not let this complexity slip away. The issue of morality is directly linked to the cultural aspects of the social group that forge, think and practice it. That´s why there is a need to contextualize its study. In this way it would not be so abstract and purely philosophical. After covering the concepts that underlie this transdisciplinary perspective, which are the concepts of culture, morality, values and ethics, this text try to contextualizes the meaning of morality in our Brazilian culture, because believes that interpreting our own culture enriches the scientific understanding of so instigating concept.

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Desenvolvimento moral: considerações teóricas a partir de uma abordagem sociocultural construtivista

Cited by 15 publications

References 10 publications

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

Concepciones de conflictos interpersonales y desarrollo moral en la educación infantil brasileña

<b>O Entendimento Cultural da Moral</b><br>DOI: 10.5007/1984-8951.2010v11n98p504

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