A formação psicológica de valores morais no contexto da sociabilidade competitiva e individualista na educação: apontamentos para a atividade pedagógica
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Data
2018-03-14
Autores
Mesquita, Afonso Mancuso de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Vivemos em escala mundial um momento de crise social que tem como um dos aspectos uma crise de valores morais. O fortalecimento de posicionamentos conservadores e violentos atualiza e justifica um estudo sobre valores. A sociedade do capital nos impõe uma sociabilidade cada vez mais individualista e competitiva, que determina relações sociais desagregadoras e violentas. Essa sociabilidade limita as possibilidades de vínculo, levando os indivíduos tendencialmente a valorar o que vem de outras pessoas como estranho a seus interesses. A escola reproduz essas relações pela sua forma individualista de conceber o processo pedagógico. Nossa hipótese é de que a formação dos valores morais é determinada pelos tipos de sociabilidade vivenciados na ontogênese. É necessário então repensar a sociabilidade escolar para compreendermos que valores morais se formam e quais poderiam se formar em seu interior. Assim, a pesquisa objetivou demonstrar, por meio de estudo teórico, como se dá a formação psicológica dos valores morais, para que compreendamos suas especificidades e nexos genéticos com as formas concretas de vida social. Defendemos que os valores morais são produtos da atividade valorativa e se definem por qualidades atribuíveis a pessoas, fatos e objetos, que medeiam a alternativa da escolha. A base da valoração é emocional, mas seu desenvolvimento depende da intelectualização, isto é, os valores e a valoração se desenvolvem na ontogênese em dependência interna ao desenvolvimento do pensamento, de forma que culminem em qualidades de caráter afetivo-cognitivo por excelência. Ao mesmo tempo em que são juízos intelectuais sobre a realidade, são formas de vínculo e implicação pessoal com o valorado. Os valores envolvem mais que compreensão, demandam vinculação e posicionamento. Seu principal papel psíquico é mediar a escolha individual, e portanto a ação, e lhes servir de parâmetro, o que denuncia o caráter simultaneamente emotivo e intelectivo das escolhas e ações humanas. A investigação da natureza afetivo-cognitiva dos valores morais nos levou a uma breve incursão pela teoria psicológica das emoções na perspectiva vigotskiana. Pudemos comprovar a relação entre o desenvolvimento emocional e valorativo, tanto do ponto de vista emancipatório quanto da dominação, como atestam experiências de educação emocional como forma de controle social. O apontamento pedagógico que extraímos desse trabalho é que a educação escolar deve pensar como um só problema: a forma de sociabilidade escolar, a relação com o conhecimento e as formas de educação emocional e valorativa. O predomínio de uma sociabilidade individualista e competitiva determina a valoração do outro como ameaça. O desafio da escola é criar uma coletividade viva, cuja ausência levará toda tentativa de educação moral emancipatória ao fracasso, à incoerência e à hipocrisia.
We live a global wide social crisis, which has as one of its features a moral crisis. The rise of conservative and violent statements has brought and justified a study on moral values to our present concerns. Capital society imposes individualist and competitive kind of sociability, every day stronger, which determinates violent and disruptive social relations. This sociability decreases possibilities for social bounds, taking individuals to evaluate whatever comes from others as alien to its interests. School reproduces this relations by its individualist means of considering the education process. The hypothesis is that moral values development is determined by kinds of sociability lived in ontogenesis. Therefore, it’s necessary to reconsider school sociability to understand which moral values it has been forming, and which ones it could form. Accordingly, this research aimed to demonstrate, by means of a theoretical study, moral values psychological formation, for the understanding of its specific features and genetic bounds with concrete forms of social life. We state that moral values are products of value-giving activity and can be defined as qualities directed to people, facts and objects, that mediate choice alternative. Evaluation has emotional basis, nevertheless its means of development are intellectual. Values and evaluation develop in ontogenesis depending on thought development, turning themselves into cognitive-affective qualities by excellence. At the same time, they are intellectual judgments over reality and personal connection to what is evaluated. Values involve more than comprehension, they demand bounds and positioning. Its main psychic role is to mediate individual choice, and therefore action, by working as their parameter, which shows at the same time the emotional and intellectual nature of humans choices and actions. Investigation of its cognitive-affective nature took us to a rapid incursion in emotions’ psychological theory in Vygotsky’s perspective. We were able to establish the necessary bound between emotional and moral development, by both points of view, emancipation and social dominance, as the emotional education experiences show. The educational statement we can take from this research is that school should think as one unique issue: scholar forms of sociability, relation with knowledge and the means of value and emotional education. Individualist and competitive sociability determinates evaluation of others as threat. School’s challenge is to create a live collectiveness, whose absence would take every attempt of moral education to failure, incoherence and hypocrisy.
We live a global wide social crisis, which has as one of its features a moral crisis. The rise of conservative and violent statements has brought and justified a study on moral values to our present concerns. Capital society imposes individualist and competitive kind of sociability, every day stronger, which determinates violent and disruptive social relations. This sociability decreases possibilities for social bounds, taking individuals to evaluate whatever comes from others as alien to its interests. School reproduces this relations by its individualist means of considering the education process. The hypothesis is that moral values development is determined by kinds of sociability lived in ontogenesis. Therefore, it’s necessary to reconsider school sociability to understand which moral values it has been forming, and which ones it could form. Accordingly, this research aimed to demonstrate, by means of a theoretical study, moral values psychological formation, for the understanding of its specific features and genetic bounds with concrete forms of social life. We state that moral values are products of value-giving activity and can be defined as qualities directed to people, facts and objects, that mediate choice alternative. Evaluation has emotional basis, nevertheless its means of development are intellectual. Values and evaluation develop in ontogenesis depending on thought development, turning themselves into cognitive-affective qualities by excellence. At the same time, they are intellectual judgments over reality and personal connection to what is evaluated. Values involve more than comprehension, they demand bounds and positioning. Its main psychic role is to mediate individual choice, and therefore action, by working as their parameter, which shows at the same time the emotional and intellectual nature of humans choices and actions. Investigation of its cognitive-affective nature took us to a rapid incursion in emotions’ psychological theory in Vygotsky’s perspective. We were able to establish the necessary bound between emotional and moral development, by both points of view, emancipation and social dominance, as the emotional education experiences show. The educational statement we can take from this research is that school should think as one unique issue: scholar forms of sociability, relation with knowledge and the means of value and emotional education. Individualist and competitive sociability determinates evaluation of others as threat. School’s challenge is to create a live collectiveness, whose absence would take every attempt of moral education to failure, incoherence and hypocrisy.
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Palavras-chave
Ética, Valores sociais, Emoções, Educação, Ethics, Social values, Emotions, Education