Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-07-10T14:30:37Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Veronica Nogueira Vanni.pdf: 3577308 bytes, checksum: fd930227c36eda5f7a13707374db19a9 (MD5) / Made available in DSpace on 2017-07-10T14:30:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Veronica Nogueira Vanni.pdf: 3577308 bytes, checksum: fd930227c36eda5f7a13707374db19a9 (MD5) Previous issue date: 2017-03-28 / This thesis was presented and defended in the Master's Program of Education of This dissertation was presented and defended in the Master's Program in Education at the University of Oeste Paulista – Concentration Area: Educational Institution and Educator's Training (UNOESTE). In the national scenario, we frequently observe the growth of violence situations in schools, which significantly jeopardizes the educational process. Whether it is verbal, physical, or any other kind of practice, violence must be prevented and countered, since violence is the opposite of education's purpose. Thereby, the responses to situations of conflict existing in school depicted at the violent behaviors found, point out the relevance in working with practices that promote the learning of values and moral rules and the ethical formation of students, since they include the reflection about values and skills needed to the conviviality in society. In this sense, this research had as main objective to substantiate and systematize an experience with a deliberative moral practice, the class assemblies, contributing for the development of students' moral autonomy. It is based on authors of the psychology of morality and especially those who bring the perspective of evolutionary cognitive theory. It was made accordingly with the descriptive qualitative approach, of phenomenological nature of intrinsic case study type. It was developed in a municipal school of kindergarten and elementary school located in the Sao Paulo countryside. The methodological procedures have involved: data collection, documental analysis; semi structured interviews with the director, pedagogical coordinator of the common nucleus and one teacher of the 5th year of Elementary School; observation of an experience with class assemblies made with one teacher and her respective students of the 5th grade of Elementary School; interview after the assemblies with 30% of the total number of students chosen by lot (simple random sample). Data analysis and discussion were based on observations of practice and through the meaning interpretation of answers (written or oral), presented by the respondents; which were separated by axes, sub-axes and categories related to the objectives proposed by this research. Results indicate that although there is still a need for greater theoretical-practical deepening for the systematization of school moral practice with class assemblies instituted by the school, they favor the formation of a student who is protagonist in his developmental process, as well as in the establishment of a school environment in which the climate is favorable for the learning of contents, values and rules, which results in a more democratic coexistence, where mutual respect prevails contributing in a significant way for the development of moral autonomy. Our hope is that this research will subsidize other studies about the learning of values and rules in the work with moral practices in schools, expanding the reflection of these as mechanisms of moral education and their contribution to the development of students' moral autonomy. / Esta dissertação foi apresentada e defendida no Programa de Mestrado em Educação da Universidade do Oeste Paulista - Área de concentração: Instituição Educacional e Formação do Educador (UNOESTE). No cenário nacional observamos com frequência o crescimento dos casos de violência nas escolas, o que compromete significativamente o processo educativo. Seja verbal, física ou qualquer outro tipo de prática, a violência deve ser prevenida e combatida, pois esta é oposta ao propósito da educação. Desta forma, as respostas às situações de conflito presentes na escola retratadas nos comportamentos violentos encontrados, apontam a relevância em se trabalhar com práticas que promovam a aprendizagem de valores e regras morais e a formação ética dos alunos, pois estas compreendem a reflexão sobre valores e habilidades necessárias para a convivência em sociedade. Sob esse olhar, esta pesquisa teve por objetivo principal fundamentar e sistematizar uma experiência com uma prática moral deliberativa, as assembleias de classe, contribuindo para o desenvolvimento da autonomia moral dos alunos. Fundamenta-se em autores da psicologia da moralidade e, em especial, aqueles que trazem a perspectiva da teoria cognitiva evolutiva. Realizada segundo a abordagem qualitativa descritiva, de natureza fenomenológica do tipo Estudo de Caso intrínseco. Foi desenvolvida em uma escola municipal de Ensinos Infantil e Fundamental I do interior paulista. Os procedimentos metodológicos envolveram: a coleta de dados; análise documental; entrevistas semiestruturadas com a diretora, coordenadora pedagógica do núcleo comum e uma professora do 5º ano do Ensino Fundamental I; observação de uma experiência com assembleias de classe com uma professora e seus respectivos alunos do 5º ano do Ensino Fundamental I; entrevista pós assembleias com 30% do total de alunos escolhidos por sorteio (amostra aleatória simples). A análise e discussão dos dados foram feitas a partir das observações da prática e por meio da interpretação do significado das respostas (escrita ou oral), apresentadas pelos pesquisados; as quais foram separadas por eixos, subeixos e categorias relacionados com os objetivos propostos por esta pesquisa. Os resultados sinalizam que embora exista ainda a necessidade de um maior aprofundamento teórico-prático para a sistematização da prática moral escolar com as assembleias de classe instituídas pela escola, as mesmas favorecem a formação de um aluno protagonista em seu processo de desenvolvimento bem como o estabelecimento de um ambiente escolar onde o clima é favorável para a aprendizagem de conteúdos, valores e regras, o que resulta em uma convivência mais democrática, em que o respeito mútuo prevalece, contribuindo, consequentemente, de maneira significativa no desenvolvimento da autonomia moral. Esperamos que esta pesquisa subsidie outros estudos sobre a aprendizagem de valores e regras no trabalho com práticas morais nas escolas, e amplie a reflexão destas como mecanismos de educação moral e sua contribuição para o desenvolvimento da autonomia moral dos alunos.

Dans un contexte où la reconnaissance de droits légaux à certaines entités non humaines apparaît comme une évolution juridique de plus en plus plausible, ce mémoire se veut une exploration de la littérature philosophique et juridique en faveur de l’octroi de la personnalité juridique aux animaux. Tout d’abord, nous offrirons un bref tour d’horizon historique de la notion de personne et pourrons constater que si celle-ci a fortement été associée à l’autonomie morale dans l’histoire du droit et de la philosophie, cette définition de la personnalité souffre d’importantes incohérences lorsque vient le temps de justifier l’extension de la personnalité aux êtres humains dépourvus de cette autonomie morale. C’est le cas, par exemple, des enfants, des êtres humains plongés dans le coma, des handicapés mentaux ou encore de certaines personnes âgées. Nous pourrons également constater que le geste qui consiste à octroyer des droits légaux à ces individus tout en refusant de reconnaître ces mêmes droits aux animaux repose sur des bases théoriques fragiles qu’il convient de revoir l’aide d’une analyse approfondie des théories des droits des animaux proposées depuis les années 1970. Ces théories, et plus particulièrement celles proposées par Peter Singer, Tom Regan et Gary Francione, feront l’objet d’un examen qui permettra de faire ressortir leurs forces et faiblesses respectives. Enfin, dans le dernier chapitre de ce mémoire, nous nous pencherons sur le rôle que peuvent jouer les appels aux droits moraux dans l’attribution de droits légaux. Nous y brosserons aussi une esquisse des différentes formes de personnalité juridique et de statut politique que pourraient se voir octroyer les animaux non humains. / In a context where the recognition of legal rights to certain nonhuman entities appears to be an increasingly plausible legal development, this master’s thesis proposes an exploration of the philosophical and legal literature in favor of granting legal personhood to animals. First, I will provide a brief historical overview of the notion of “person.” I will also note that, while it has been strongly associated with moral autonomy in the history of law and philosophy, this definition of personhood suffers from substantial inconsistencies in justifying the granting of legal personhood to non-autonomous human beings. It is the case, for instance, of children, comatose human beings, the mentally disabled, and the elderly. We will also see that granting legal rights to these individuals while refusing to recognize these same rights to nonhuman animals is based on fragile theoretical foundations that need to be rectified with a thorough analysis of the theories of animal rights proposed since the 1970s. These theories, specifically the ones put forward by Peter Singer, Tom Regan, and Gary Francione, will be examined to identify their respective strengths and weaknesses. Finally, the final chapter of this research will examine the decisive role that appeals to moral rights can play in granting legal rights to animals. It also outlines the various forms of legal personhood and political status that might be attributed to nonhuman animals.