A perspectiva moral na formação em Psicologia: o raciocínio moral em acadêmicos do primeiro e último ano de um curso de Psicologia
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Data
2022-08-29
Autores
Consoni, Fátima Simone Silva Pereira
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho busca refletir sobre o desenvolvimento do raciocínio moral e a formação de graduandos do curso de psicologia os quais estão diretamente envolvidos com as relações humanas. Cabe ressaltar que na Psicologia o interesse pelo desenvolvimento moral e estudo do julgamento moral, surge após publicações das pesquisas de Piaget (1932) e, especialmente, Kohlberg (1958, 1966 e 1968). Portanto, este estudo tem como objetivo compreender o raciocínio moral dos referidos acadêmicos de uma faculdade privada do interior do Estado de São Paulo, buscando verificar as possibilidades – em decorrência de disciplinas e atividades desenvolvidas - as quais o curso promove que são passíveis de contribuir com a construção do raciocínio moral. Os critérios utilizados para participação na pesquisa foram: estarem cursando o primeiro e último ano da graduação em psicologia da instituição escolhida; bem como, não terem cursado outra graduação. O estudo teve a participação de 20 graduandos, sendo dez sujeitos do ano inicial e outros dez do quinto ano do curso; nunca é demais ressaltar que a ação envolveu o estudo do Projeto Político Pedagógico, a compreensão do ambiente acadêmico, a aplicação de questionário a respeito dos conhecimentos sobre ética e moral e a entrevista Moral Judgment Interview (MJI) com os discentes. Ao propor estudar o raciocínio moral nos acadêmicos do curso, buscou-se considerar que a formação em ciências humanas, em virtude do amplo contato com pessoas, coloca o formando frente ao exercício contínuo de seus recursos de raciocínio moral. Os resultados obtidos com o estudo mostram que grande parte dos discentes apresentam-se no Nível Convencional – Estágio 3, de acordo com o Instrumento utilizado na entrevista – Moral Judgment Interview (MJI), sendo assim consideramos que o curso de psicologia necessita propiciar espaço para mais reflexões e discussões acerca da realidade com objetivo de envolver o próprio discente em problematizações visando a formação crítica e autônoma para práticas mais amplas dentro do contexto em que está inserido.
This paper seeks to reflect on the development of moral reasoning and the education of undergraduate Psychology students, who are directly involved with human relations. It is worth mentioning that in Psychology the interest for moral development and the study of moral judgment arises after the publication of Piaget's (1932) and, mainly, Kohlberg's (1958, 1966, and 1968) researches. Therefore, this study aims to understand the moral reasoning of the aforementioned students from a private college in the interior of the state of São Paulo, in an attempt to verify the possibilities - as a result of disciplines and activities developed - which the course promotes that are likely to contribute to the construction of moral reasoning. The criteria used for participation in the research were: being in the first and last year of the undergraduate course in psychology at the chosen institution, and not having taken another undergraduate course. The study had the participation of 20 undergraduates, ten individuals from the first year and another ten from the fifth year of the course; it is never too much to emphasize that the action involved the study of the Pedagogical Political Project, the understanding of the academic environment, the application of a questionnaire about their knowledge regarding ethics and morals, and the Moral Judgment Interview (MJI) with the students. By proposing to study moral reasoning in the course's undergraduates, we seek to consider that human sciences education, due to the broad contact with people, puts the undergraduate in front of the continuous exercise of their moral reasoning resources. The results obtained with the study show that most of the students present themselves at the Conventional Level - Stage 3, according to the Instrument used in the interview - Moral Judgment Interview (MJI). Thus, we consider that the Psychology course needs to provide space for more reflections and discussions about reality in order to involve the students themselves in problematizations aiming at a critical and autonomous formation for broader practices within the context in which they are inserted.
This paper seeks to reflect on the development of moral reasoning and the education of undergraduate Psychology students, who are directly involved with human relations. It is worth mentioning that in Psychology the interest for moral development and the study of moral judgment arises after the publication of Piaget's (1932) and, mainly, Kohlberg's (1958, 1966, and 1968) researches. Therefore, this study aims to understand the moral reasoning of the aforementioned students from a private college in the interior of the state of São Paulo, in an attempt to verify the possibilities - as a result of disciplines and activities developed - which the course promotes that are likely to contribute to the construction of moral reasoning. The criteria used for participation in the research were: being in the first and last year of the undergraduate course in psychology at the chosen institution, and not having taken another undergraduate course. The study had the participation of 20 undergraduates, ten individuals from the first year and another ten from the fifth year of the course; it is never too much to emphasize that the action involved the study of the Pedagogical Political Project, the understanding of the academic environment, the application of a questionnaire about their knowledge regarding ethics and morals, and the Moral Judgment Interview (MJI) with the students. By proposing to study moral reasoning in the course's undergraduates, we seek to consider that human sciences education, due to the broad contact with people, puts the undergraduate in front of the continuous exercise of their moral reasoning resources. The results obtained with the study show that most of the students present themselves at the Conventional Level - Stage 3, according to the Instrument used in the interview - Moral Judgment Interview (MJI). Thus, we consider that the Psychology course needs to provide space for more reflections and discussions about reality in order to involve the students themselves in problematizations aiming at a critical and autonomous formation for broader practices within the context in which they are inserted.
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Palavras-chave
Moral, Raciocínio Moral, Formação em Psicologia