Diploma thesis deals with values and life aspirations of clients with ordered institutional education. The hesis consists of theoretical and practical part. The theoretical part deals with legislation related to replacement foster care in the Czech Republic, the etiology of risk behaviour, behavioural disorders of childhood, and the impacts of institutional education on the overall development of the personality of the child. The aim of the practical part is to map the clients of the children's home with the Liběchov School through a research survey. Focus on clients' lives before entering the DDŠ and identify their value orientation and life aspirations in the field of education and partnership in the context of (in connection with) original family environment. The results of the survey point to the perception of family value, partnership in relationships, and education. KEYWORDS eplacement foster care, risk behaviour , behavioural disorders , moral development, attachment, deprivation, family.

Made available in DSpace on 2017-07-21T20:32:06Z (GMT). No. of bitstreams: 1 Adriano Charles Ferreira.pdf: 3849647 bytes, checksum: b51bb7cb416698858d26e27722eb0ca8 (MD5) Previous issue date: 2014-02-14 / The indiscipline as a didactic-pedagogic problem at school fosters discussion and circulation of information between educators and students seeking explanations. The objective of the research is critically point out the social representations of the students from 9th grade on school discipline. Part of the hypotheses that we must understand how students perceive the discipline to seek grants aimed at improving pedagogical practices (TREVISOL, 2007). Social representations are investigated according to the dimensional approach (MOSCOVICI, 2012), dynamic/procedural (JODELET, 2001) and structural (ABRIC, 1994). The theoretical support for the social representations is used Genetic Epistemology by Jean Piaget (1994),and subsequent studies of moral development (MENIN, 1996; ARAÚJO, 1996; LA TAILLE,1996). The methodology is plurimetodológica with quantitative and qualitative perspectives. Data were collected through a questionnaire (N = 457) and interviews (N = 64). A first analysis was done from the software EVOC, SIMI, ALCESTE and SPSS for quantitative information. At another point in the content analysis of the qualitative data. In large part, the data point to a social representation of students of hegemonic basis, in tune representation of teachers, marked by its psittacism inference and less social representations of autonomous and altruistic forms occur. / A indisciplina como um problema didático-pedagógico fomenta no espaço escolar discussões e a circulação de informações entre educadores e educandos buscando explicações. O objetivo da pesquisa é apontar criticamente as representações sociais dos alunos do 9° ano sobre a indisciplina escolar. Parte-se da hipótese que é preciso compreender como os discentes percebem a indisciplina, para buscar subsídios que visem à melhoria das práticas pedagógicas (TREVISOL, 2007). As representações sociais são investigadas segundo a abordagem dimensional (MOSCOVICI, 2012), inâmica/processual (JODELET, 2001) e estrutural (ABRIC, 1994). Como aporte teórico para sustentar as representações sociais utiliza-se da Epistemologia Genética de Jean Piaget (1994), bem como estudos posteriores sobre o desenvolvimento moral (MENIN, 1996; ARAÚJO, 1996; LA TAILLE, 1996). A metodologia é plurimetodológica, com perspectivas quanti-qualitativas. Os dados foram coletados mediante questionário (N=457) e entrevista (N=64). Uma primeira análise se deu a partir dos softwares EVOC, SIMI, ALCESTE e SPSS para as informações quantitativas. Em outro momento pela análise de conteúdo nos dados qualitativos. Em grande parte, os dados apontam para uma representação social dos alunos de base hegemônica, em sintonia a representação dos professores, marcadas pelo seu psitacismo e com menos inferência ocorrem representações sociais de formas autônomas e altruístas.

O objetivo do presente estudo, fundamentado na Epistemologia Genética de Jean Piaget (1932-1994), foi averiguar se o Roleplaying Game (RPG), também denominado Jogo das Representações, constitui recurso favorável ao desencadeamento de atividades relacionadas à cooperação e à capacidade de negociação, entendidas como próprias do desenvolvimento da moral autônoma. Por considerar que nesse jogo tais elementos acham-se imbricados na participação dos jogadores e em sua capacidade de solucionar problemas, foram explorados também esses aspectos, visando o enriquecimento da discussão dos resultados. Os dados analisados foram coletados no contexto de pesquisa desenvolvida em 2003 e 2004, nas dependências de um Centro Educacional Unificado (CEU), na zona sul da capital de São Paulo por uma equipe de pesquisa composta de um pesquisador, um auxiliar de pesquisa e dois mestres de jogo. Na ocasião os objetivos do trabalho foram outros. Dos 12 encontros do grupo de 7 participantes, todos do sexo masculino, com idades entre 11 e 27 anos, 9 foram dedicados a sessões de RPG, a primeira das quais preparatória. Os recursos e instrumentos de coleta de dados incluíram, além do registro em áudio e vídeo e da observação das sessões de jogo, entrevistas realizadas no início e no final do processo. Para a finalidade da presente pesquisa os dados foram submetidos a uma nova leitura, agora sob a ótica das relações entre o RPG e aspectos da moral autônoma. Foram utilizadas como categorias de análise as capacidades de cooperação e negociação e como a participação dos jogadores e sua competência para solucionar problemas. As análises realizadas permitiram concluir que o RPG mostra-se útil como recurso para a mobilização da cooperação e da negociação, aspectos da moral autônoma, e para a atuação em grupo e para o exercício da resolução de problemas. Com isto verifica-se que, como afirmara Piaget (1932/1994), a cooperação é de fato um principio ético e moral e dispõe de um método que pode ser desenvolvido utilizando-se recursos adequados para isto. / This dissertation is based on Jean Piaget\'s Genetic Epistemology (1932/1994). The main objective of this study was to ascertain whether the Role-playing Game (RPG), also known as Game of Representations, constitutes a helpful resource to the unleashing of activities related to cooperation and capacity for bargain. These two aspects can be considered peculiar to the development of autonomous morality, and they are imbricate in the players\' participation in game and their ability to solve problems. Therefore were looked aiming to assess the data in a more dense perspective. The data used for analyses were first collected in a Unified Educational Centre (CEU - Centro Educacional Unificado) in the south side of São Paulo city in 2003/4 within the scope of a previous research. The researching team comprised one senior researcher, one assistant and two game masters. Were performed twelve meetings with a group of seven participants, all of them males between 11 and 27 years-old. Nine of those meetings were dedicated to RPG workshops. The first one was a preparatory meeting. To collect data were is used audio and video recordings and also observation and interviews at the beginning and at the end of the whole process. In order to serve the purpose of the present study, the data was submitted under the bias of the relationship between RPG and aspects of autonomous morality. The concepts of cooperation, capacity for bargain and ability to solve problems were used as analytic categories. The conclusion of this study is RPG is in fact a helpful resource for the mobilization to exercise the cooperation and capacity for bargain as aspects of autonomous morality, and to exercise teamwork and problem-solving abilities as well. Thus were possible verified Piaget\'s (1932/1994) conclusion that cooperation is much more than a moral and ethical principle. Cooperation is a skill that can be developed as method with adequate resources to do so.

Orientador: Raul Aragão Martins / Banca: Lazslo Ávilla / Banca: Agnes Cristina Fett Conte / Banca: Anna Augusta Oliveira / Banca: Adriano Ruiz / Resumo: O presente trabalho buscou caracterizar um adolescente autista de alto funcionamento quanto ao seu desenvolvimento moral, usando a teoria Piagetiana (1930/1995) como referencial teórico principal. Foram entrevistadas a mãe, a professora e a diretora da escola onde o sujeito atualmente estuda. Além disso, este foi solicitado a refletir sobre dilemas morais elaborados sobre temas relativos ao seu cotidiano. A análise dos dados revelou que o sujeito encontra-se em fase de heteronomia, principalmente para as ações que envolvem valores morais e convenções sociais, embora demonstre ter consciência das regras envolvidas. Considera-se que as dificuldades de interação e comunicação típicas do autismo, sua representação social marcada pela deficiência, além de intervenções escolares assistemáticas no campo da educação moral possam responder pelas características apresentadas pelo sujeito deste estudo. / Abstract: The present work aims at the study of the moral development in a teenager with high-functioning autism (HFA). It was applied Piaget's work (1930/1995) as the main theoretical basis. The mother, the teacher and the principal of the school where the subject to think about moral dilemmas which were elaborated from themes related to his everyday life. Data analysis show that the subject was in a heteronomic period. Especially when actions involved in these areas. It is considered that difficulties in interaction and in communication, common in autism, its social representation highlighted by the deficiency, and also the non-systematic school interventions in the moral education may be responsible for the characteristics presented by the subject. / Doutor

O objetivo da pesquisa nesta dissertação foi a de dar a conhecer o conceito de generosidade demonstrado pelas crianças aos 6, 9 e 12 anos de idade, e as diferenças apresentadas entre as crianças da escola pública e particular. Através de entrevista clínica e aplicação de dilemas, foram submetidas 120 crianças: 20 em cada faixa etária para cada classe social, dividida entre os dois sexos. Os dados demonstraram que o conceito de generosidade forma-se precocemente nos indivíduos, e que maior clareza de sua definição cresce dos 06 aos 12 anos, contudo, não foram encontradas diferenças no desenvolvimento moral entre as crianças das duas classes. Outras virtudes, como a amizade e a fidelidade, surgiram nos inquéritos como vivencias intrinsecamente relacionadas à formação do conceito de generosidade. / The objective of this research was to know the concept of generosity demonstrated by children who were 6, 9 and 12 years old, and the differences presented between children from public and private schools. Through clinical research and dilemma presenting, 120 children were analyzed. They were divided in two society class groups, 20 in each age group and divided between the two genders. Data have demonstrated that the generosity concept is formed early in individuals, and that the definition gets clearer between the ages of 6 and 12.|There were no moral development differences between the two classes however. Other virtues, like friendship and loyalty appeared in questionnaires as experiences intrinsically related to the formation of the generosity concept.

Tendo em vista a questão de como formar uma personalidade ética, o objetivo deste trabalho foi o de realizar uma investigação teórica visando à compreensão de como se desenvolvem dois aspectos que compõem tal formação: a moral e a cognição. Buscou-se ainda comparar as semelhanças entre esses aspectos e observar intervenções pedagógicas que propiciassem o desenvolvimento de ambos. Para o estudo do desenvolvimento moral, analisaram-se os trabalhos do psicólogo americano Lawrence Kohlberg, que baseou sua investigação nos estudos de Dewey e Piaget, aprimorando uma sequência de etapas pelas quais as pessoas passam em sua formação. Além disso, o psicólogo e seus colaboradores pesquisaram quais condições favoreciam esse avanço de forma a propiciar que níveis mais elevados de desenvolvimento fossem atingidos. Para o estudo dos aspectos cognitivos de tal questão, buscou-se um autor holandês, que elaborou, na área da matemática, um modelo para o desenvolvimento do pensar geométrico: Pierre van Hiele. Apesar de ele ter elaborado um modelo específico para o pensar geométrico, afirma ser possível utilizar esse modelo para o estudo da cognição em outras áreas do conhecimento, não se restringindo apenas à geometria. Ao se compararem as semelhanças entre os dois estudos, foram observados elementos comuns a ambos, entre eles, a necessidade de se favorecer a ocorrência de conflitos cognitivos para o avanço de uma etapa à outra. A partir da semelhança das teorias, buscaram-se ações possíveis de aplicação em sala de aula que propiciassem esses desenvolvimentos de forma eficaz. Quanto às intervenções pedagógicas, foi destacado o diálogo a conversação, a argumentação e a discussão de dilemas morais como condição favorável em sala de aula. Verificou-se que a conversação apresenta o ganho de propiciar que os pensamentos dos alunos fiquem mais claros pela explicitação de suas ideias, além de enriquecer seu repertório a partir da visão alheia; a argumentação acresce, aos proveitos da conversação, a tomada de decisão, pois exige do aluno o posicionamento e uma escolha; a discussão de dilemas morais acrescenta, às intervenções anteriores, o benefício do trabalho com os valores pessoais de cada um e da exigência de uma hierarquização desses valores. Essas intervenções buscam o aumento do nível de consciência dos alunos, essencial para a formação da personalidade ética. / Aiming at forming an ethical personality, this paper carries out a theoretical investigation designed to understand how to develop two aspects that make up such formation: morality and cognition. It also compares the similarities between these aspects and the observed pedagogical interventions that provide for the development of both such aspects. For the study of moral development, the American psychologist Lawrence Kohlbergs work was looked into. He based his research on the studies of Dewey and Piaget, by improving a sequence of stages through which people undergo their formation. In addition the psychologist and his colleagues investigated what conditions favored this advance in order to allow for higher levels of development. In order to study the cognitive aspects of this question, Pierre van Hiele, a Dutch author in the field of mathematics, was studied. He developed a model for the development of geometric thinking. Although this author has prepared a specific model for geometric thinking, he claims one should be able to apply it to cognition studies not only in Geometry but also in regard with other fields. When comparing the similarities between the two studies, elements common to both were observed - among them the need to enable cognitive conflicts to advance from one stage to another. Based on the similarity of theories, the paper looked into other possible actions for implementation in the classroom that could effectively provide such development. Regarding the pedagogical interventions, dialogue (conversation, argument and debate on moral dilemmas) was highlighted as a favorable condition in the classroom. One observes that conversation includes the benefit to provide for clearer thoughts on the part of the students when elucidating their ideas. Also, it enriches their repertoire based on the view of others. To the advantage of conversation, argument adds decision making, for it requires the student\'s attitude and choice. And, to the previous interventions, debating moral dilemmas adds the benefit of working with the personal values of each one and of the requirement of a hierarchy of those values. These interventions seek to increase the level of students awareness, which is essential for the formation of the ethical personality.

<p>This study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education.</p><p>The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm.</p><p>The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.</p>

This study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education. The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm. The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.

This thesis proposes that moral development, specifically teaching students to be caring and compassionate, should be a goal of high school education. The research sought evidence of moral education taught explicitly within the public high school system of Canada’s English-speaking provinces using four indicators: graduation requirements, provincial governments’ purposes of education, high school curricula and school division mission statements. Findings reveal that although departments of education and school boards express concern for students’ moral development in educational goals and supplementary programming, there is very little follow-through to the classroom and students. No graduation requirements or courses were found pertaining to moral education. Using key search terms it was also determined that any related curriculum content, embedded in other subjects, constitutes only minor portions of courses. Recommended is an increase in mandatory moral education at the high school level, focusing on interpersonal relations and the ethic of care. / May 2009

This thesis proposes that moral development, specifically teaching students to be caring and compassionate, should be a goal of high school education. The research sought evidence of moral education taught explicitly within the public high school system of Canada’s English-speaking provinces using four indicators: graduation requirements, provincial governments’ purposes of education, high school curricula and school division mission statements. Findings reveal that although departments of education and school boards express concern for students’ moral development in educational goals and supplementary programming, there is very little follow-through to the classroom and students. No graduation requirements or courses were found pertaining to moral education. Using key search terms it was also determined that any related curriculum content, embedded in other subjects, constitutes only minor portions of courses. Recommended is an increase in mandatory moral education at the high school level, focusing on interpersonal relations and the ethic of care.