Thesis (MEd)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (Ph.D.)--Baylor University, 2009. / Includes bibliographical references (p. 277-296).

Thesis (M.A.)--University of Massachusetts Amherst, 2008. / Includes bibliographical references (p. 196-201).

Orientador: Adrian Oscar Dongo Montoya / Banca: Débora Dalbosco Dell'Aglio / Banca: Irene Rizzini / Banca: Patrícia Unger Raphael Bataglia / Banca: Alessandra de Morais / Resumo: Propõe-se, neste trabalho, com base na perspectiva piagetiana, investigar, analisar e refletir a respeito das concepções e práticas educacionais dos acolhimentos institucionais e dos educadores desses serviços de acolhimento para crianças e adolescentes em situação de risco social do Estado de São Paulo. Para esse fim, primeiramente identifica as concepções e práticas educacionais morais das instituições e, seguidamente, as dos educadores de duas dessas instituições de acolhimento com práticas educativas diferenciadas (uma mais tradicional e moralizadora, e outra com educação ativa), relacionando-as com a legislação sobre o direito ao desenvolvimento moral. Assim, além do levantamento bibliográfico e documental, realizou-se uma investigação exploratória dividida em duas etapas. Para a primeira etapa contatou-se 163 instituições de acolhimento do Estado de São Paulo para o recrutamento para participarem de uma entrevista online (google docs), destes, obtivemos 22 respondentes. Considerando que uma instituição não é necessariamente representada apenas pela visão de um de seus integrantes, obteve-se com os dados desta primeira etapa uma indicação de como o respondente qualifica sua instituição, sendo assim, pode-se verificar que grande parte dos respondentes indicou que sua instituição tende a uma educação mais ativa. A partir desses resultados, pode-se destacar e escolher duas instituições que se opuseram extremamente em suas respostas para participarem da etapa subsequente. Pa... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Based on the Piagetian perspective, it is proposed to investigate, analyze and reflect on the educational conceptions and practices of institutional sheltering and educators of these reception services for children and adolescents in situations of social risk in the State of São Paulo. For this purpose, it's first identified the moral educational conceptions and practices of two institutions and then, the conceptions of the educators with differentiated educational practices (one more traditional and moralizing and the other with an active education), relating them to the legislation about the right of moral development. Thus, besides the bibliographical and documentary survey, an exploratory investigation was accomplished divided in two stages. For the first stage, 163 institutions of the State of São Paulo were contacted for recruitment to participate in an online interview (google docs), from all of them, we obtained 22 respondents. Since an institution is not only represented by the vision of one of its member, it was obtained as a result, in the first stage an indication of how a respondent qualifies the institution, so it can be verified that most respondents indicated that their institution tends to a more active education. From these results, it was highlighted and chosen two institutions that oppose their responses to participate in the subsequent stage. For a second step, the semi-structured interview method was used with the educators / supervisors, besides an obse... (Complete abstract click electronic access below) / Doutor

This study demonstrates the lack of meaning in contemporary society. Modern youth is confronted by numerous factors contributing towards a meaningless life. Because the child has an existential yearning for menning, he needs the pedagogic guidance of a (Christian) educator to assist him to constitute his own life-world and, in particular, to enable him to attain a meaningful existence via the acquisition of a Christian philosophy of life. The study reveals the role of education with regard to the various components of constituting a life-world and the overall task of the school and its curriculum. The significance of a Christian philosophy of life in helping the child to constitute a life-world through education is demonstrated with special reference to various aspects of adulthood (modes of human existence) and certain meaningful relationships. / Educational Studies / M. Ed. (Philosophy of Education)

Orientador: Raul Aragão Martins / Banca: Eliane Giachetto Saravali / Banca: Ana Maria Klein / Banca: Luciana Aparecida Nogueira da Cruz / Banca: Maria Teresa Ceron Trevisol / Resumo: Trabalhar com questões éticas e morais na escola ainda é um desafio para os profissionais da área da Educação. A dificuldade para lidar com a indisciplina, conflitos e postura desafiadora dos alunos faz com que a escola, nos dias atuais, não favoreça o desenvolvimento da autonomia moral dos estudantes, em uma perspectiva piagetiana. Professores e gestores, figuras fundamentais no contexto educacional, reafirmam a importância da formação que recebem, inicial e continuada, para superar as dificuldades vivenciadas cotidianamente em relação ao trabalho com as regras, punições e até mesmo à própria função da escola. A teoria do desenvolvimento moral de Piaget, adotada como referencial teórico deste trabalho, lança luzes sobre estas questões. Entendemos que formação continuada de professores é um tipo de intervenção que provoca mudanças nos conhecimentos, na compreensão e nas atitudes destes profissionais. Nesse sentido, nosso objetivo é apresentar os resultados de uma formação continuada que foi certificada pela Unesp, realizada com professores na escola onde trabalham e cujo tema foi o desenvolvimento moral na perspectiva piagetiana. A pesquisa que apresentamos é de abordagem qualitativa, de natureza aplicada e tem caráter descritivo. Os dados apresentados são oriundos deste processo formativo realizado com 24 professores que foi iniciado em abril de 2015 e concluído em maio de 2016. Os instrumentos utilizados foram questionários, observações e entrevistas. O tratamento dos dados... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It's still a challenge to work with ethical and moral issues at school environment for education professionals. The difficulty to deal with indiscipline, conflicts and the students' challenging posture make the school, today, not conducive for the development of students' moral autonomy, in a Piagetian perspective. Teachers and managers, key figures in the educational context, reaffirm the importance of the training they receive, initial and continued, to overcome the difficulties experienced every day in relation to working with the rules, punishments and even to the school's own job. Piaget's moral development theory, adopted as theoretical reference in this paper, sheds light on these issues. We understand that teachers' continued formation is a kind of intervention that causes changes in knowledge, understanding and in the attitudes of these professionals. In this sense, our goal is to present the results of a continued formation, certified by UNESP, applied at teachers at the school they work whose theme was the moral development of children in the Piagetian perspective. The research we present has qualitative approach, applied nature and has a descriptive character. The data presented come from this training process conducted with 24 teachers, research participants, started in April 2015 and completed in May 2016. The instruments used were questionnaires, observation and interview. The treatment of the data was done by analyzing the content. In the results, we find conf... (Complete abstract click electronic access below) / Doutor

Orientador: Maria Suzana de Stefano Menin / Banca: Telma Pileggi Vinha / Banca: Gilza Maria Zauhy Garms / Resumo: Esta dissertação versa sobre "Vivências Morais na escola: uma análise piagetiana sobre crianças de 5 a 6 anos em situações de jogos infantis" e pertence à linha de pesquisa "Processos Formativos, Diferenças e Valores", do Programa de Pós Graduação em Educação da Universidade Estadual Paulista, Campus de Presidente Prudente. A pesquisa originou-se de nossa preocupação em lidar com os conflitos e vivências morais das crianças em idade pré-escolar. Estabelecemos como objetivo investigar se a presença ou a ausência do adulto influenciam as vivências morais das crianças, quando participam de jogos dirigidos ou espontâneos, na escola. A pesquisa se deu a partir de situações de jogos, em que analisamos: a consciência e a prática das regras, o respeito unilateral e/ou mútuo entre crianças e entre crianças e adulto, a centração e a descentração, nas relações criança-criança. Para tanto, optamos por uma pesquisa qualitativa, buscando fundamentação na Teoria e Método Clínico de Piaget (1932/1994), mais especificamente sua Teoria do Juízo Moral na Criança (1932). Os dados empíricos foram coletados a partir de observações das crianças em situações de jogos dirigidos e espontâneos, entrevistas com elas (histórias elaboradas com base em suas vivências de jogos e brincadeiras), observações da rotina de duas salas de aula (pré-escola e 1º ano), caracterização desses ambientes escolares de acordo com escala de avaliação do ambiente sociomoral (TOGNETTA, 2003) e questionário respondido... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research is about "Moral Experiences at school: Piaget‟s analysis about 5 - 6 years old children in playing games situation". It is connected to "Formative Processes, Differences and Values" research line. This study rose due to our worry about dealing with pre school children conflicts and moral experiences. We aim to investigate if adults‟ presence or absence influences children moral experiences when they play guided or spontaneous games at school. The focus of this study was playing games situations when we analyzed: children‟s awareness and practice of rules, unilateral and/or mutual respect among them and adults, centration and non centration in child-child relations. In order to reach such aims we conducted a qualitative study based on Piaget‟s Method Clinical Theory (1932/1994), mainly the Children‟s Moral and Judgment Theory (1931). The empirical data was collected through children‟s playing guided and spontaneous games observation; we also interviewed them according to their stories about games and experiences. Besides, we observed the routine in two classrooms (preschool and 1st grade), we characterized those scholar environments according to socio-moral environment evaluation standard (TOGNETTA, 2003), and questionnaires answered by the classrooms teachers. We comparing children‟s judgment based on eight stories they had told us with their experiences and practices we had observed... (Complete abstract click electronic access below) / Mestre

Orientador: Ricardo Ribeiro / Resumo: A presente pesquisa tem como objetivo central pensar em que medida os gestores contribuem para a construção de valores morais na escola. É importante pontuar que nossas análises não são conclusivas, todavia desejam repensar o campo da educação moral. Para tanto, foi primordial dividirmos nosso texto em seis seções. Inicialmente, delimitamos nosso referencial teórico para matizar o lugar da moral na contemporaneidade. A partir de nossa delimitação teórica, entendemos a moralidade a partir do questionamento "Como devo agir"? Em seguida, na segunda seção, pensamos a educação na contemporaneidade, entendendo-a como experiência, aquilo que nos transforma porque nos afeta. A terceira seção apresenta possíveis contribuições do trabalho dos gestores escolares, para pensar a moralidade e a experiência. Na quarta seção, discutimos nossa estratégia metodológica. Decidimos por uma pesquisa de tipo etnográfico em que a observação participante e as entrevistas são as principais ferramentas. Ademais, na quinta seção, descrevemos nossa pesquisa de campo e uma análise especulativa dos dados, a partir de nossas oito categorias. Por fim, na última seção, trabalhamos com a categorização dos dados. A partir de nossa pesquisa, consideramos que a moralidade deve ser entendida como uma construção interna e externa ao indivíduo que não se limita a uma busca racional. Percebemos um papel decisivo dos gestores no desenvolvimento de personalidades morais autônomas, no contexto escolar. O grupo gestor deve mediar uma reflexão profunda nos campos: político, didático, ético e estético. A educação moral deve possibilitar a comunicação e a reflexão e não impor uma perspectiva limitada de compreensão do mundo. / Abstract: This research has as main objective to think to what extent the managers contribute to the construction of moral values in school. It is important to score that our analysis is not conclusive, however wish to rethink the field of moral education. It was vital we split our text into six sections. Initially, pinpoint our theoretical to tint the place of morality in contemporary times. From our theoretical demarcation, we understand the morality from the question "How should I act? Then, in the second section, we think education in contemporary times, the experiment, what transforms us because it affects us. The third section presents possible contributions of school managers, to think about morality and the experience. In the fourth section, we discussed our methodological strategy. Decided by a poll of ethnographic type in which the participant observation and interviews are the primary tools. Furthermore, in the fifth section, we describe our field research and speculative analysis of data from our eight categories. Finally, in the last section, we work with the categorization of data. From our research, we believe that morality should be understood as an internal and external construction to the individual that is not limited to a reasonable search. We realize a decisive role of managers in the development of autonomous moral personalities, in the school context. The Group Manager must mediate a deep reflection in the fields: political, educational, ethical and aesthetic. Moral education should enable the communication and the reflection and not impose a limited perspective of understanding the world. / Mestre

The single-parent family can no longer be viewed as a non-traditional family type. As more single-parent families become prevalent in our society, interest in this family type has increased. Research associated with single-parent families often focus on the pathology associated with single-parent families. It is apparent that single-parent households, whether headed by a mother or father often have more to deal with than the traditional two-parent family. However, as a single-parent herself, the researcher also knows that this family type has much to offer. This research is undertaken in an exploratory and interpretive manner to illuminate the influence which the extended family have on the social and moral development of the child in the single-parent family. The researcher, just like Monama (2007:iv) before her, wishes to elevate the view of single-parents from the stereotypical victims to responsible archetypes. As this research is undertaken with the eco-systemic perspective of Bronfenbrenner as theoretical orientation, it therefore focuses on the systems in which the child is nested and more specifically the extended family as part of the child’s microsystem. This research aims to be beneficial to single-parents, families, members of community organizations, educators and other allied professionals.

The aim of the study is to investigate relationships between pupil´s homes and schools, and parents and teachers, in terms of moral education and democracy. What tensions and conflicts exist, and how do they manifest themselves in practice? More precise research questions are:
1. What does the curriculum say about democratic and moral education? 
2. How do teachers talk about democratic and moral education, and how do they talk about relationships and responsibilities between parents and teachers? 
3. What conflicts exist and how can they be solved?
The theoretical framework for the essay is John Dewey and his reconstructivism and pragmatism, when it comes to the role of school and education in democratization processes, and also about the role of communication and dialogue in democracy building. Empirical material is the curriculum and interviews with teachers who have been active for a long time in the profession.When it comes to moral education in the curriculum, it is stated that schools should function as a complement and support to the parents who have primary responsibility for their children. According to the curriculum, moral education is about transferring a cultural heritage from one generation to the next. However, there are unresolved tensions in the curriculum. This is particularly evident in relationships between the individual and the collective. All teachers interviewed mean that the teachers' role is primarily about collective moral education, while the parents responsibility is the moral education of the individual child. A way to bridge tensions and potential conflicts is to establish dialogue, openness, understanding and mutual recognition. To simply not focus too much on individual or minor details that may not really be important, and to allow time for reflection and analysis.