O desenvolvimento sócio-moral no contexto escolar em crianças do ciclo I - ensino fundamental
Carregando...
Data
2004-12-16
Autores
Colombo, Terezinha Ferreira da Silva [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo tem como objetivo descrever situações vivenciadas no contexto escolar, tendo como foco principal, a análise do pensamento e do desenvolvimento moral de um grupo de crianças, frente aos dilemas reais emergidos desta convivência. Afim de possibilitar esta análise, foi proposto ao grupo (por meio de assembléias), discussões e reflexões acerca das hipóteses sugeridas pelo grupo para cada dilema. A obra, O Juízo Moral na Criança, de Jean Piaget (1932/1994), foi o alicerce no qual nos pautamos teoricamente a condução do trabalho. As crianças do grupo analisado, têm entre sete e oito anos e pertencem à uma classe de 1ª série de uma E.M.E.F. situada na periferia da cidade de Marília - SP. Como instrumento de coleta de dados (dilemas) e análise do grupo, utilizamos a Entrevista Clínica Piagetiana, descrita por Juan Delval. Os dilemas reais experienciados, são em primeiro plano, estímulos para os sujeitos, pois suscitam um conflito entre diferentes tipos de normas, expondo a forma de pensamento frente a eles. Os dilemas selecionados para este estudo abarcam temas referentes à Cooperação, Agressão física e verbal e Constituição e cumprimento de regras. As respostas dadas pelos sujeitos, durante as assembléias, foram agrupadas em categorias e a análise permitiu conhecer, através de suas explicações, o seu pensamento e as propriedades que atribuem à realidade. A participação das crianças, na busca de resolução dos conflitos, promoveu estímulos para o avanço em direção à autonomia moral do grupo.
The present paper is aimed at describing situations experienced in the school context, giving special attention to the thought and moral development analysis of a group of children faced with real dilemmas that arise from this sociability. In order to make such analysis possible, discussions and reflections on the hypotheses, suggested by the group for each dilemma, were proposed to the group by means of meetings. Jean Piaget's work, The children moral judgement was the theoretical base for the research conduction. The children in the analyzed group are seven/eight years old and they go into the first grade of an E.M.E.F. (municipal school of fundamental teaching) on the outskirts of Marília - SP. The work Piagetian Clinical interview described by Juan Delval, was used as an instrument for data collection (dilemmas) and group analysis. The real existing dilemmas are, first of all, motivations for the subjects because they give rise to a conflict among the different types of rules. The dilemmas selected for the present study approach topics related to cooperation, physical and verbal aggression, constitution and obeying of rules. The answers given by the subjects during the meetings were grouped into categories and, by means of the analysis, it was possible to know about their thoughts and the characteristics they attribute to the reality. The participation of the children, trying to solve conflicts, increased the motivation to the group moral autonomy.
The present paper is aimed at describing situations experienced in the school context, giving special attention to the thought and moral development analysis of a group of children faced with real dilemmas that arise from this sociability. In order to make such analysis possible, discussions and reflections on the hypotheses, suggested by the group for each dilemma, were proposed to the group by means of meetings. Jean Piaget's work, The children moral judgement was the theoretical base for the research conduction. The children in the analyzed group are seven/eight years old and they go into the first grade of an E.M.E.F. (municipal school of fundamental teaching) on the outskirts of Marília - SP. The work Piagetian Clinical interview described by Juan Delval, was used as an instrument for data collection (dilemmas) and group analysis. The real existing dilemmas are, first of all, motivations for the subjects because they give rise to a conflict among the different types of rules. The dilemmas selected for the present study approach topics related to cooperation, physical and verbal aggression, constitution and obeying of rules. The answers given by the subjects during the meetings were grouped into categories and, by means of the analysis, it was possible to know about their thoughts and the characteristics they attribute to the reality. The participation of the children, trying to solve conflicts, increased the motivation to the group moral autonomy.
Descrição
Palavras-chave
Desenvolvimento moral - Crianças, Autonomia nas crianças, Julgamento (Etica), Ensino fundamental, Moral development, Autonomy, Ethics
Como citar
COLOMBO, Terezinha Ferreira da Silva. O desenvolvimento sócio-moral no contexto escolar em crianças do ciclo I - ensino fundamental. 2004. 98 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2004.