A generosidade no exercício da autoridade em professores de educação infantil
Carregando...
Data
2013-02-25
Autores
Kawashima, Rosana Akemi [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A ética na escola tem sido tema de inúmeras pesquisas e trabalhos publicados na área da Educação e da Psicologia. Ao mesmo tempo que sua importância é reconhecida, pouca relevância tem sido dada ao tema dentro da escola. Nos estudos em Psicologia Moral, pesquisas a respeito da virtude justiça são priorizadas, sendo que Piaget e Kohlberg são considerados os maiores representantes da área em questão. Recentemente, estudos sobre a moralidade tem dado importância às pesquisas sobre outras virtudes, como a fidelidade, a generosidade, o amor, etc. sendo eleita a generosidade como objeto do presente estudo. Assim, esta pesquisa objetiva investigar o juízo de professores e alunos da Educação Infantil a respeito da generosidade e se esta virtude tem relação com o exercício da autoridade docente. Além disso, buscou-se conhecer esses docentes por meio de sua trajetória profissional, seus valores e virtudes como indicadores para suas ações morais. Participaram desta pesquisa 26 professores e 90 crianças, de quatro, cinco e seis anos de idade da Educação Infantil de quatro escolas municipais de uma cidade do interior do Estado de São Paulo. Foram realizadas entrevistas individuais a respeito de juízos sobre a generosidade e para isso foram utilizadas histórias e dilemas por meio do método clínico piagetiano com as professoras e com as crianças e, para a coleta de dados sobre a trajetória profissional docente, seus valores e virtudes, utilizou-se um roteiro de entrevista semiestruturada. A análise dos resultados permitiu verificar que quando a generosidade é colocada no embate com a justiça, as professoras optam pela justiça, e inclusive, mostrou-se como virtude desejada; por outro lado, as crianças optam pela generosidade. Perante o juízo da generosidade em oposição à obediência à autoridade, tanto...
Ethics in school has been the subject of several studies and published papers in the field of Education and Psychology. At the same time that its importance is recognized, little relevance has been given to the subject within the school. In studies on Moral Psychology, researches about the virtue justice are prioritized, and Piaget e Kohlberg are considered the greatest representatives of the field. Recently, studies on morality have given importance to research on other virtues, such as loyalty, generosity, love, etc., and generosity was elected as object of the present study. Thus, this research aims to investigate the judgment of teachers and students of Early Childhood Education about the generosity and if this virtue has connection with the exercise of teaching authority. Moreover, the aim was to know these teachers through their career, their values and virtues as indicators for their moral actions. Participated in the research 26 teachers and 90 children aged four, five and six years old of Early Childhood Education, from four municipal schools in the interior of São Paulo State. Individual interviews were held regarding judgments about generosity, and, for this purpose, it was used stories and dilemmas through the Piagetian clinical method with the teachers and children, and to collect data on teaching career, her values and virtues, it was used a semi-structured interview guide. The analysis of the results enabled to verify that, when the generosity is placed in conflict with justice, the teachers opt for justice and, including, it was showed as a desired virtue; on the other hand, children opt for generosity. In the face of the judgment of generosity as opposed to obedience to authority, both teachers and children believe it is wrong to require obedience than helping the child, but proportionally, more children than teachers consider the... (Complete abstract click electronic access below)
Ethics in school has been the subject of several studies and published papers in the field of Education and Psychology. At the same time that its importance is recognized, little relevance has been given to the subject within the school. In studies on Moral Psychology, researches about the virtue justice are prioritized, and Piaget e Kohlberg are considered the greatest representatives of the field. Recently, studies on morality have given importance to research on other virtues, such as loyalty, generosity, love, etc., and generosity was elected as object of the present study. Thus, this research aims to investigate the judgment of teachers and students of Early Childhood Education about the generosity and if this virtue has connection with the exercise of teaching authority. Moreover, the aim was to know these teachers through their career, their values and virtues as indicators for their moral actions. Participated in the research 26 teachers and 90 children aged four, five and six years old of Early Childhood Education, from four municipal schools in the interior of São Paulo State. Individual interviews were held regarding judgments about generosity, and, for this purpose, it was used stories and dilemmas through the Piagetian clinical method with the teachers and children, and to collect data on teaching career, her values and virtues, it was used a semi-structured interview guide. The analysis of the results enabled to verify that, when the generosity is placed in conflict with justice, the teachers opt for justice and, including, it was showed as a desired virtue; on the other hand, children opt for generosity. In the face of the judgment of generosity as opposed to obedience to authority, both teachers and children believe it is wrong to require obedience than helping the child, but proportionally, more children than teachers consider the... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Care and Educate, Educação de crianças, Professores, Autoridade, Desenvolvimento moral – Psicologia
Como citar
KAWASHIMA, Rosana Akemi. A generosidade no exercício da autoridade em professores de educação infantil. 2013. 255 f. Tese (doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Filosofia e Ciências de Marília, 2013.