Desenvolvimento moral e a questão das trocas simbólicas: um estudo de epistemologia genética com crianças de bairros marginalizados
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Data
2019-03-28
Autores
Martins, Maíra de Oliveira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem como principal objetivo o estudo do desenvolvimento moral e da troca simbólica junto à crianças de bairros marginalizados, ou seja, crianças que vivem na pobreza e sofrem opressão social. Por serem crianças que vivem essa condição social, sofrem relações de opressão e vivem uma “cultura do silencio” que dificulta o desenvolvimento das suas capacidades cognitivas e dos seus sentimentos morais. Deste modo, nos perguntamos: de que modo esse meio social influi no desenvolvimento moral dessas crianças, particularmente dos seus julgamentos morais? Para responder a essa questão, estudamos as relações de crianças de 7 a 12 anos com os membros que as rodeiam. A pesquisa se cumpre em uma instituição social localizada em um bairro de periferia da cidade do interior de São Paulo. Por meio de entrevistas, verificamos os julgamentos morais em função da mentira das crianças, a partir de histórias elaboradas por Piaget e levantamos as trocas simbólicas no seio familiar e institucional. No ambiente familiar, estudamos o seu cotidiano onde se produz o cumprimento de obrigações e deveres, brincadeiras, conflitos com autoridades e iguais. No ambiente institucional, estudamos o modelo de relação existente, se há a possibilidade de trocas simbólicas e reflexão sobre as atividades feitas. O referencial teórico principal foi o de Jean Piaget. Nossas conclusões apontam para uma relação entre os julgamentos morais e as trocas simbólicas. As crianças que apresentaram uma tendência de julgamentos morais autônomos foram aquelas cujo no meio familiar apresentavam maiores oportunidades de trocas entre os familiares. A maioria das crianças, contudo, apresentaram juízos morais mais elementares. Nesse sentido, consideramos que a ausência da troca simbólica é fator importante para a dificuldade no desenvolvimento moral, e no caso das crianças em questão, é a ausência desta possibilidade, tanto no seio familiar quanto social, que desfavorece seu desenvolvimento moral, pois não possuem oportunidade de compreender suas realidades morais pelo fato da opressão social em que vivem.
This work has as its mainly objective the purpose of studying the moral development and the symbolic exchange among marginalized neighborhoods children, in other words, children living in poverty and suffering social opression. For being children living under this social condition, they suffer opression relationships and abide by what they call “Culture of the Silence”, making things harder for the development of their cognitive abilities and their moral feelings. Thus, we ask ourselves: in which way this social enviroment influences these children moral development, particularly their moral judgement? To answer that question, we have been studying the relationships of children from 7 to 12 years old among the members surrounding them during daily life. The survey has been acomplished in a social institution located in a suburban neighborhood of a city in the countryside of São Paulo state. Through interviews, we have verified the moral judgements in function of the children’s lies, as of histories elaborated by Piaget; we were able to bring up the symbolic exchanges among the family and institutionally. In the family enviroment, we have study their daily life where the acomplishment of obligations and chores, children’s play, conflicts towards authorities and equals could be seen. In the institutional enviroment, we have study the relationship model existent, if there is the possibility of symbolic exchanges and reflection about the activities that just have been done. The main theoretical framework was from Jean Piaget. Our conclusions lead us to a relationship between the moral judgements and the symbolic exchanges. The children who have shown some independent moral judgement tendency were the ones who in the Family enviroment have presented more exchanges opportunities among the family members. The most children, however, have presented more elementary moral judgement. Therefore, we may consider that the absence of the symbolic exchange is an important factor for the difficulties in the moral development, and in these children’s case, is the absence of that possibility, as in a familiar enviroment or social enviroment, which undermines their moral development, for the fact of not having the opportunity to understand their own moral reality caused by the social opression they have been living under.
This work has as its mainly objective the purpose of studying the moral development and the symbolic exchange among marginalized neighborhoods children, in other words, children living in poverty and suffering social opression. For being children living under this social condition, they suffer opression relationships and abide by what they call “Culture of the Silence”, making things harder for the development of their cognitive abilities and their moral feelings. Thus, we ask ourselves: in which way this social enviroment influences these children moral development, particularly their moral judgement? To answer that question, we have been studying the relationships of children from 7 to 12 years old among the members surrounding them during daily life. The survey has been acomplished in a social institution located in a suburban neighborhood of a city in the countryside of São Paulo state. Through interviews, we have verified the moral judgements in function of the children’s lies, as of histories elaborated by Piaget; we were able to bring up the symbolic exchanges among the family and institutionally. In the family enviroment, we have study their daily life where the acomplishment of obligations and chores, children’s play, conflicts towards authorities and equals could be seen. In the institutional enviroment, we have study the relationship model existent, if there is the possibility of symbolic exchanges and reflection about the activities that just have been done. The main theoretical framework was from Jean Piaget. Our conclusions lead us to a relationship between the moral judgements and the symbolic exchanges. The children who have shown some independent moral judgement tendency were the ones who in the Family enviroment have presented more exchanges opportunities among the family members. The most children, however, have presented more elementary moral judgement. Therefore, we may consider that the absence of the symbolic exchange is an important factor for the difficulties in the moral development, and in these children’s case, is the absence of that possibility, as in a familiar enviroment or social enviroment, which undermines their moral development, for the fact of not having the opportunity to understand their own moral reality caused by the social opression they have been living under.
Descrição
Palavras-chave
Desenvolvimento moral, Marginalização social, Trocas simbólicas, Moral development, Social marginalization, Symbolic exchanges