RELATIONS BETWEEN MORAL JUDGMENT AND TRENDS FOR INCLUSION ACCORDING TO THE JUDGMENTS OF STUDENTS

Abstract

The paper reports a study whose main objective was to understand the possible relationship between prejudice and moral development in inclusive education setting. Our practical experience with the inclusion of students with special educational needs (SEN) corroborate the literature on the phenomenon, we observed that the inclusion occurred engendered in veiled or explicit biased attitudes. Grounded in the theory of human morality, we seek an elucidation to the theme. Thus, we conducted an empirical study in an institution in the city of Sao Paulo (SP), whose participants were 40 students of the elementary school I and II. The results look to importance of moral development and its implications on inter-relations of cooperation established in school and especially in inclusive education.