Educação moral no ensino médio: possibilidades de intervenção em uma escola de ensino integral
Data
2018-08-29
Autores
Miranda, João Gabriel Jeziorny
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem como problema a seguinte questão colocada originalmente pelo filósofo Sócrates: é possível ensinar a virtude, ou, é possível formar os indivíduos eticamente? Diante dessa questão e da necessidade, no contexto brasileiro, de fazer avançar uma sociedade democrática, realizamos um estudo qualitativo, do tipo Pesquisa-ação, com o objetivo de analisar o desenvolvimento moral de adolescentes estudantes do Ensino Médio a partir de uma intervenção baseada no referencial teórico conhecido como Educação Moral, inspirada na psicologia de Piaget, Kohlberg, nos trabalhos de Puig e fundamentada na filosofia de Sócrates e Kant. Participaram da intervenção 34 estudantes de uma unidade escolar da rede pública paulista integrante do Programa de Ensino Integral, que consistiu na aplicação de uma avaliação do raciocínio moral composta por questões abertas baseadas na adaptação do Dilema de Heinz. Tal avaliação foi aplicada antes e depois da realização de um conjunto de três atividades para promoção de educação moral, são elas: compreensão crítica, clarificação de valores e discussão de dilemas morais. O tratamento e análise dos dados da intervenção foram realizados a partir do referencial do Discurso do Sujeito Coletivo e as avaliações foram analisadas tendo como referência os níveis e estágios do raciocínio moral categorizados por Kohlberg. Como principais resultados destaca-se a redução do número de jovens nos níveis pré-convencional e o aumento no nível pós-convencional assim como um avanço nos estágios de desenvolvimento moral dos alunos em comparação com os resultados da primeira avaliação. Tais resultados demonstram a eficácia de atividades elaboradas com o objetivo de promover o desenvolvimento moral e indicam a necessidade e importância do desenvolvimento dessas atividades em sala de aula pelas diversas disciplinas. Assim sendo, como produto pedagógico decorrente da presente pesquisa, oferecemos um guia para professores abordando procedimentos e atividades dirigidas ao desenvolvimento moral de jovens estudantes do Ensino Médio.
The present work has as its problem the following question posed originally by the philosopher Socrates: is it possible to teach virtue, or, is it possible to form individuals ethically? In view of this issue and the need, in the Brazilian context, to advance a democratic society, we carried out a qualitative study, of the type Action Research, with the objective of analyzing the moral development of high school students adolescents from an intervention based on theoretical referential known as Moral Education, inspired by the psychology of Piaget, Kohlberg, the works of Puig and grounded in the philosophy of Socrates and Kant. Participated in the intervention 34 students from a school unit of the São Paulo public network, part of the Integral Teaching Program, which consisted in the application of an evaluation of moral reasoning composed of open questions based on the adaptation of the Heinz Dilemma. This evaluation was applied before and after the realization of a set of three activities to promote moral education, are: critical understanding, clarification of values and discussion of moral dilemmas. The treatment and analysis of the data of the intervention were done from the reference of the Discourse of the Collective Subject and the evaluations were analyzed having as reference the levels and stages of the moral reasoning categorized by Kohlberg. The main results are the reduction in the number of students at preconventional level and the increase at the postconventional level as well as an improvement in the students' moral development stages compared to the results of the first evaluation. These results demonstrate the effectiveness of activities designed to promote moral development and indicate the necessity and importance of the development of these activities in the classroom by the various disciplines. Therefore, as a pedagogical product resulting from the present research, we offer a guide for teachers addressing procedures and activities aimed at the moral development of young high school students.
The present work has as its problem the following question posed originally by the philosopher Socrates: is it possible to teach virtue, or, is it possible to form individuals ethically? In view of this issue and the need, in the Brazilian context, to advance a democratic society, we carried out a qualitative study, of the type Action Research, with the objective of analyzing the moral development of high school students adolescents from an intervention based on theoretical referential known as Moral Education, inspired by the psychology of Piaget, Kohlberg, the works of Puig and grounded in the philosophy of Socrates and Kant. Participated in the intervention 34 students from a school unit of the São Paulo public network, part of the Integral Teaching Program, which consisted in the application of an evaluation of moral reasoning composed of open questions based on the adaptation of the Heinz Dilemma. This evaluation was applied before and after the realization of a set of three activities to promote moral education, are: critical understanding, clarification of values and discussion of moral dilemmas. The treatment and analysis of the data of the intervention were done from the reference of the Discourse of the Collective Subject and the evaluations were analyzed having as reference the levels and stages of the moral reasoning categorized by Kohlberg. The main results are the reduction in the number of students at preconventional level and the increase at the postconventional level as well as an improvement in the students' moral development stages compared to the results of the first evaluation. These results demonstrate the effectiveness of activities designed to promote moral development and indicate the necessity and importance of the development of these activities in the classroom by the various disciplines. Therefore, as a pedagogical product resulting from the present research, we offer a guide for teachers addressing procedures and activities aimed at the moral development of young high school students.
Descrição
Palavras-chave
Educação moral, Ensino médio, Desenvolvimento do raciocínio moral, Moral education, High school, Development of moral reasoning