Valores na contemporaneidade: a escola como valor
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2019-03-01
Autores
Conde, Kelly Regina
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Universidade Estadual Paulista (Unesp)
Resumo
Na pós-modernidade líquida, onde os valores sofrem uma constante relativização, estando a serviço do indivíduo e de seus desejos, torna-se uma tarefa difícil a tentativa de identificar conteúdos morais que possam ser considerados universais. Um modo que se mostra eficaz para que possamos compreender os comportamentos morais dos indivíduos (relação com os deveres) é conhecer a perspectiva ética adotada por eles. Essa noção, chamada de personalidade ética, implica que valores e normas morais só possuem força motivacional quando associados à identidade. Nas interações sociais, os valores são construídos e não estão predeterminados nem são simples internalizações do exterior, resultando das ações que o sujeito exerce no mundo objetivo e subjetivo em que vive. Algo torna-se um valor para o sujeito se ele projeta sentimentos positivos, ou um contravalor, caso as projeções sejam de sentimentos negativos. Pensando sobre a escola, se o ambiente proporciona ao sujeito a sensação de bem estar, respeito, aprendizagem significativa, a instituição escolar pode tornar-se alvo de projeções afetivas positivas, portanto constituindo-se em valor para ele. Caso contrário, em um ambiente de humilhações e desrespeito, é provável que esse espaço torne-se alvo de projeções afetivas negativas, não se constituindo como um valor para ele, mas sim um contravalor. Por isso, cabe analisarmos o modo como os alunos percebem o ambiente escolar, identificando as percepções dos estudantes sobre suas escolas, por meio do instrumento que avalia o clima escolar. Com o objetivo de investigar se a escola pode ser considerada um valor pelos estudantes, verificamos se estes desejam mudar de escola, se há correlação entre o desejo de mudar de escola e a falta de cuidado com o ambiente escolar, e se o modo como as relações ocorrem na escola influencia a constituição da escola como valor. O trabalho, de natureza quantitativa, utiliza parte de uma pesquisa maior que utilizou questionários para avaliar o clima das escolas de uma cidade do noroeste paulista. Selecionamos itens do questionário destinado aos alunos, que se relacionam ao tema valores. Participaram da pesquisa 1.031 alunos matriculados nos 7ºs, 8ºs e 9ºs anos do Ensino Fundamental de 4 diferentes escolas da Rede Estadual de Ensino da cidade de São José do Rio Preto – SP. Analisando as respostas dos estudantes, temos que, dentre as quatro escolas analisadas, duas apresentam a maioria dos alunos que constituem a escola como valor e duas não. Os dados apontam relação entre a constituição da escola como valor e o cuidado com o ambiente escolar. Outros fatores, como a percepção de sentido na aprendizagem e a relação com os colegas, também apresentam influência sobre a percepção dos alunos - para que considerem a escola como um valor.
In liquid postmodernity, where values suffer a constant relativization, being at the service of the individual and his desires, it becomes a difficult task to attempt to identify moral contents that can be considered universal. One way that we can understand the moral behaviors of individuals (relating to duties) is to know the ethical perspective adopted by them. This notion, called an ethical personality, implies that moral values and norms have only motivational force when associated with identity. In social interactions, values are constructed and are not predetermined nor are they simple internalizations of the exterior, resulting from the actions that the subject exercises in the objective and subjective world in which he lives. Something becomes a value to the subject if he projects on it positive feelings, or a counter value, if the projections are of negative feelings. Thinking about the school, if the environment provides the subject with the feeling of well-being, respect, meaningful learning, the school institution can become the target of positive affective projections, therefore constituting itself in a value for him. Otherwise, in an environment of humiliation and disrespect, it is likely that this space becomes the target of negative affective projections, not constituting a value for him, but a counter value. Therefore, it is necessary to analyze how the students perceive the school environment, identifying the students' perceptions about their schools, through the instrument that evaluates the school climate. In order to investigate whether the school can be considered a value by the students, we check if they wish to change schools, if there is a correlation between the desire to change schools and the lack of care with the school environment, and if the way relationships occur in school influences the school's constitution as value. The paper, quantitative in nature, uses part of a larger survey that used questionnaires to evaluate the climate of schools in a city in northwest São Paulo. We selected items from the questionnaire for students, which relate to the theme of values. Participated in the survey 1,031 students enrolled in the 7th, 8th and 9th years of Elementary Education of 4 different schools of the State Education Network of the city of São José do Rio Preto - SP. Analyzing the answers of the students, we have that, among the four schools analyzed, two present the majority of the students that constitute the school as value and two do not. The data point out the relation between the school's constitution as value and the care with the school environment. Other factors, such as the perception of meaning in learning and the relationship with colleagues, also have an influence on the students' perception - to consider the school as a value.
In liquid postmodernity, where values suffer a constant relativization, being at the service of the individual and his desires, it becomes a difficult task to attempt to identify moral contents that can be considered universal. One way that we can understand the moral behaviors of individuals (relating to duties) is to know the ethical perspective adopted by them. This notion, called an ethical personality, implies that moral values and norms have only motivational force when associated with identity. In social interactions, values are constructed and are not predetermined nor are they simple internalizations of the exterior, resulting from the actions that the subject exercises in the objective and subjective world in which he lives. Something becomes a value to the subject if he projects on it positive feelings, or a counter value, if the projections are of negative feelings. Thinking about the school, if the environment provides the subject with the feeling of well-being, respect, meaningful learning, the school institution can become the target of positive affective projections, therefore constituting itself in a value for him. Otherwise, in an environment of humiliation and disrespect, it is likely that this space becomes the target of negative affective projections, not constituting a value for him, but a counter value. Therefore, it is necessary to analyze how the students perceive the school environment, identifying the students' perceptions about their schools, through the instrument that evaluates the school climate. In order to investigate whether the school can be considered a value by the students, we check if they wish to change schools, if there is a correlation between the desire to change schools and the lack of care with the school environment, and if the way relationships occur in school influences the school's constitution as value. The paper, quantitative in nature, uses part of a larger survey that used questionnaires to evaluate the climate of schools in a city in northwest São Paulo. We selected items from the questionnaire for students, which relate to the theme of values. Participated in the survey 1,031 students enrolled in the 7th, 8th and 9th years of Elementary Education of 4 different schools of the State Education Network of the city of São José do Rio Preto - SP. Analyzing the answers of the students, we have that, among the four schools analyzed, two present the majority of the students that constitute the school as value and two do not. The data point out the relation between the school's constitution as value and the care with the school environment. Other factors, such as the perception of meaning in learning and the relationship with colleagues, also have an influence on the students' perception - to consider the school as a value.
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Valores, Ética, Personalidade, Psicologia Moral, Clima escolar, Values, Ethics, Personality, Moral Psychology, School climate