Made available in DSpace on 2015-12-03T18:35:32Z (GMT). No. of bitstreams: 1 Dulciane_Alves_Luczkiewicz.pdf: 1466208 bytes, checksum: 50c6d7ca5e70b801f461de01e4c4b189 (MD5) Previous issue date: 2015-03-18 / The objective of this study was to analyze, considering the brazilian cultural diversity, if there is a statistically meaningful difference in the level of moral development of Accounting students from different universities. The study was based on Kohlberg's moral development Theory, which presents three stages of moral development: pre-conventional (stages 1 and 2), conventional (stages 3 and 4) and post-conventional (stages 5 and 6), and on Hofstede's Culture Theory, which presents the following dimensions: power distance, collectivism versus individualism, femininity versus masculinity, uncertainty avoidance and long-term orientation versus short term orientation. The results were obtained through a descriptive analysis, ANOVA test, equality of proportion test, Pearson's correlation, confidence interval for average and p-value. The variables related to moral development, age, gender, religion and professional experience did not present statistically meaningful difference in the regions surveyed, what did not occur with the variable education, which proved to be a strong and consistent variable when compared to moral development. This study also aimed to verify if Hofstede's cultural dimensions presented significance between the studied regions. Difference was found in the following dimensions: power distance, individualism and long-term orientation. It is also possible to observe that the p index of moral development presents a statistically meaningful relation with the regions. Another important find in this study is that there is no statistically meaningful relation between the p index of moral development and the cultural values among the students that participated in this research in the regions surveyed. / Esta pesquisa teve como objetivo analisar, considerando-se as diversidades culturais do Brasil, se h?? diferen??a estatisticamente significativa em rela????o ao n??vel de desenvolvimento moral dos estudantes de gradua????o de Ci??ncias Cont??beis de diferentes Institui????es de Ensino Superior. Para tanto, utilizou-se como base a Teoria do desenvolvimento moral de Kohlberg, que postula em sua teoria tr??s n??veis de desenvolvimento moral: o pr??-convencional (est??gios 1 e 2), o convencional (est??gios 3 e 4) e o p??s-convencional (est??gios 5 e 6), e a Teoria da Cultura de Hofstede, que est?? definida nas seguintes dimens??es: dist??ncia do poder, coletivismo versus individualismo, feminilidade versus masculinidade, controle da incerteza e orienta????o de longo prazo versus curto prazo. Os resultados foram obtidos atrav??s de an??lise descritiva, teste ANOVA, teste de igualdade de propor????es, correla????o de Pearson, intervalo de confian??a para m??dia e p-valor. As vari??veis relacionadas com o Desenvolvimento Moral, idade, g??nero, religi??o e experi??ncia profissional, n??o tiveram diferen??as estatisticamente significativas nas regi??es pesquisadas, diferentemente da vari??vel educa????o, que comprovou ser uma vari??vel forte e consistente quando comparada com o desenvolvimento moral. Buscou-se ainda verificar se as dimens??es culturais de Hofstede tinham ou n??o signific??ncia entre as regi??es pesquisadas. Constatou-se diferen??a nas dimens??es dist??ncia do poder, individualismo e orienta????o a longo prazo. Nota-se ainda que o ??ndice p do desenvolvimento moral possui rela????o estatisticamente significante entre as regi??es. Outro achado importante nesta pesquisa foi que n??o h?? rela????o estatisticamente significativa entre o ??ndice p do desenvolvimento moral com os valores culturais entre os estudantes das regi??es pesquisadas.

Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration. This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed. A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)

Systematic Theology and Theological Ethics / D.Th. (Theological Ethics)

Text in English / With the start of democracy in South Africa and the end of the legal Apartheid rule, it became apparent to those who identified the church with the liberation struggle that Christian communities had lost their significance in society today. This feeling, although not popular among theologians, became widely held by those who thought that we had arrived politically. This feeling was also supported by views which felt that democracy was the ultimate human form of governance. In this light, it is conceivable for churches to abandon the struggle because of the irrelevance of agitating a form of government that is affirmed and celebrated globally. Also, it became justified to abandon the struggle, if indeed the struggle was against Apartheid, because the enemy had been defeated. Consequently, this meant a withdrawal from siding with those whose rights were marginalised. Such an abrupt withdrawal from championing the rights of those who are marginalised (especially as displayed by the church during the Apartheid era) also raises many concerns pertaining to the role that the churches ought to be playing in the current democratic dispensation. It is also conceivable that the initiative to struggle against Apartheid was motivated only by the fact that the Apartheid regime was unjust and that it discriminated against certain groups of South African citizens. The attainment of liberation in South Africa has plunged churches into an illusion that democratic states are capable of good governance and that when such a government exists, churches can safely concern themselves with their primary ecclesiastical duties—of preaching the Word of God and administering the sacraments and leave the socio-economic and political affairs to those who are governing. It seems that this view is especially prevalent among the constituency of the church that brought forward a theological confession against the theological legitimacy granted to the Apartheid ideology. To unapologetically declare its association with those on the margins, and to defy Apartheid for the evil that it was, this church brought about the Belhar Confession as proof of its allegiance to those on the margins. This study shall confine itself to the realm of the Christian community. It will look to the historicity of the URCSA precisely because it has been bold enough to pen a confession that chastised Apartheid. / Philosophy & Systematic Theology / D. Th. (Theological ethics)

Text in English / With the start of democracy in South Africa and the end of the legal Apartheid rule, it became apparent to those who identified the church with the liberation struggle that Christian communities had lost their significance in society today. This feeling, although not popular among theologians, became widely held by those who thought that we had arrived politically. This feeling was also supported by views which felt that democracy was the ultimate human form of governance. In this light, it is conceivable for churches to abandon the struggle because of the irrelevance of agitating a form of government that is affirmed and celebrated globally. Also, it became justified to abandon the struggle, if indeed the struggle was against Apartheid, because the enemy had been defeated. Consequently, this meant a withdrawal from siding with those whose rights were marginalised. Such an abrupt withdrawal from championing the rights of those who are marginalised (especially as displayed by the church during the Apartheid era) also raises many concerns pertaining to the role that the churches ought to be playing in the current democratic dispensation. It is also conceivable that the initiative to struggle against Apartheid was motivated only by the fact that the Apartheid regime was unjust and that it discriminated against certain groups of South African citizens. The attainment of liberation in South Africa has plunged churches into an illusion that democratic states are capable of good governance and that when such a government exists, churches can safely concern themselves with their primary ecclesiastical duties—of preaching the Word of God and administering the sacraments and leave the socio-economic and political affairs to those who are governing. It seems that this view is especially prevalent among the constituency of the church that brought forward a theological confession against the theological legitimacy granted to the Apartheid ideology. To unapologetically declare its association with those on the margins, and to defy Apartheid for the evil that it was, this church brought about the Belhar Confession as proof of its allegiance to those on the margins. This study shall confine itself to the realm of the Christian community. It will look to the historicity of the URCSA precisely because it has been bold enough to pen a confession that chastised Apartheid. / Philosophy and Systematic Theology / D. Th. (Theological ethics)

This paper examines the ethical aspects of teaching geography in high school. Attention is focused on valuation, which is an integral part of both teaching geography and ethics. The thesis explains the concepts of character and conscience and presents the theory of moral development of pupils according to Lawrence Kohlberg and developmental psychology. It also provides amethodology for dealing with values in geography teaching according to Lambert and Balderstone. It is divided into five main access routes. First, values inculcation, secondly, values analysis, third, moral reasoning, fourth, values clarification, and fifth, action learning. In the third chapter this thesis presents an analysis of the values contained in the School Act, the White Book, and above all in the RVP G, which is the values that are binding for secondary school education. In the chapter four, a questionnaire examines geographic topics that teachers consider ethically sensitive. The highest ethical sensitivity was found in the racial issue, migration, religion, the political order in the world, and the cutting down of tropical rainforests. Differences in the assessment of ethical sensitivity between men and women, and between teachers and students have been identified. The fifth chapter designs four geography lessons. Their...

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-02T12:28:53Z No. of bitstreams: 1 CERES CHIAROTTO ZAPIO.pdf: 2955845 bytes, checksum: 71b327d253722ba39d62773812002a08 (MD5) / Made available in DSpace on 2017-10-02T12:28:53Z (GMT). No. of bitstreams: 1 CERES CHIAROTTO ZAPIO.pdf: 2955845 bytes, checksum: 71b327d253722ba39d62773812002a08 (MD5) Previous issue date: 2017-02-07 / Morality can be understood as rules of conduct that characterize the impositions and prohibitions that a person puts on himself. But for the person to define the best ways to be, to act is necessary for it to develop morally. Morality requires a personal, cultural and social work, is not constructed in solitary mode, it takes into account historical and cultural elements. Thus, the school is an environment conducive to study and understand the construction, evolution and inference of moral development. The ideal conditions for the moral development there is a good climate sociomoral. It is assumed that the practices carried out inside the school will be favorable to a morally balanced environment that may favor the development of autonomy. A good strategy to use is to consider the concepts of self-regulation of learning, which basically consists of a process in which the subjects set goals that guide their learning and try to control and monitor their cognitions, motivation and behavior. This research aimed to investigate the procedures and materials that contribute to the improvement of sociomoral climate and pedagogical practices related to the construction of morality and self-regulation in a room of the 2nd year of elementary school. And specific objectives: (a) identify what are the procedures and materials conducive to improving the climate sociomoral that the teacher uses in the daily life of a 2nd class year of elementary school and how they are used in everyday teaching; (B) examine, together with the teacher of this class, procedures and materials made available and the ways in which children interact with them; (C) plan together with the teacher, the construction of new moral practices, including children's books, encouraging the active participation of children; (D) recording the use of these new practices in everyday school life; (E) verify, together with the teacher, the ways in which children use these new procedures and materials, causing them to build autonomy and self-regulation; and (f) evaluate whether there are changes on the self-regulation for the monitoring of students. This is a descriptive, qualitative, being held in a Primary School in a municipality in the state of S?o Paulo. Participated in this research a teacher of the class of 2nd year of a Primary School in a town in the state of S?o Paulo and his students (children aged 7 and 8 years old). The instruments used were: observation of everyday school life; meetings with the teacher; teaching narratives; Inventory Self-Regulated Learning Processes (IPAA). Data were analyzed from the content analysis and the analysis of the IPAA instrument in Microsoft excel. The results indicated that there was a significant change related to self-regulation and also to sociomoral climate. Children, who were not so keen to learn or had difficulty attending classes and studying at home, started to do so. A room in which the teacher always solved the conflicts and used coercive procedures, passed the active participation of the students abandoning such methods. It is expected that the research is converted into articles that discuss the sociomoral climate, moral development, and its implications, affecting mainly the teachers to reflect on their training. / Moralidade pode ser compreendida como regras de conduta que caracterizam as imposi??es e proibi??es que uma pessoa coloca sobre si. Mas para que a pessoa possa definir quais as melhores formas de ser e de agir ? preciso que ela se desenvolva moralmente. A moral necessita de um trabalho pessoal, cultural e social, n?o ? constru?da de modo solit?rio, leva-se em conta elementos hist?ricos e culturais. Assim, a escola ? um ambiente favor?vel para se estudar e compreender a constru??o, evolu??o e infer?ncia do desenvolvimento moral. As condi??es ideais para que haja o desenvolvimento moral ? um bom clima sociomoral. Pressup?e-se que as pr?ticas realizadas dentro da escola ser?o favor?veis a um ambiente moralmente equilibrado que possa favorecer o desenvolvimento da autonomia. Uma boa estrat?gia a ser utilizada ? considerar os conceitos da autorregula??o da aprendizagem, a qual consiste basicamente em um processo no qual os sujeitos estabelecem objetivos que norteiam suas aprendizagens e tentam controlar e monitorar suas cogni??es, motiva??o e comportamentos. A presente pesquisa teve por objetivo investigar, em um processo colaborativo entre pesquisador e docente, o uso de procedimentos e materiais que contribuam para a melhoria do clima sociomoral e das pr?ticas pedag?gicas relacionadas com a constru??o da moralidade e autorregula??o. E por objetivos espec?ficos: (a) identificar quais s?o os procedimentos e materiais prop?cios para a melhoria do clima sociomoral que a professora utiliza no cotidiano de uma turma 2? ano do ensino fundamental e como eles s?o utilizados no cotidiano pedag?gico; (b) examinar, juntamente com a professora desta turma, os procedimentos e materiais disponibilizados e os modos pelos quais as crian?as interagem com eles; (c) planejar conjuntamente com a professora, a constru??o de novas pr?ticas morais, incluindo livros infantis, estimulando a participa??o ativa das crian?as; (d) registrar a utiliza??o destas novas pr?ticas no cotidiano escolar; (e) verificar, juntamente com a professora, os modos pelos quais as crian?as utilizam estes novos procedimentos e materiais, levando-os a constru??o da autonomia e autorregula??o; e, (f) avaliar se h? mudan?as relativas ? autorregula??o e ao clima sociomoral durante o acompanhamento dos alunos. Trata-se de uma pesquisa descritiva, de car?ter qualitativo, sendo realizada em uma Escola de Ensino Fundamental de um munic?pio no interior do Estado de S?o Paulo. Participaram desta pesquisa uma professora da turma do 2? ano de uma Escola de Ensino Fundamental de uma escola municipal em uma cidade do interior do estado de S?o Paulo e seus alunos (crian?as de 7 e 8 anos de idade). Os instrumentos utilizados foram: observa??o do cotidiano escolar; reuni?es com a professora; narrativas da docente; Invent?rio de Processos de Auto-Regula??o da Aprendizagem (IPAA). Os dados foram analisados a partir da an?lise de conte?do e para a an?lise do instrumento IPAA, o programa da Microsoft Excel. Os resultados indicaram que houve um mudan?a significativa relacionada ? autorregula??o e tamb?m ao clima sociomoral. As crian?as, que anteriormente n?o se interessavam tanto em aprender ou tinham dificuldades em prestar aten??o nas aulas e estudar em casa, passaram a faz?-lo. Uma sala na qual a professora sempre resolvia os conflitos e utilizava procedimentos coercitivos, passou a participa??o ativa dos alunos abandonando tais m?todos. ? esperado que a pesquisa se converta em artigos que discutam o clima sociomoral, desenvolvimento moral, e suas implica??es, atingindo principalmente os docentes para que reflitam sobre sua forma??o.

O processo de desenvolvimento intelectual e moral do ser humano como instrumento básico para a inclusão de jovens negros na sociedade paulistana e o impacto do Projeto Geração XXI na vida de vinte um (21) deles, constituem o tema desta Dissertação. E tem como meta retratar, analisar e historicizar o Projeto Geração XXI, da Ong Geledés - Instituto da Mulher Negra. Levanto a discussão relacionada a não existência de racismo contra o afro-descendente no Brasil. Defino em seguida alguns conceitos mais conhecidos acerca do racismo, discriminação e preconceito, enfocando as discussões sobre o tema com historiadores, antropólogos e sociólogos (contemporâneos ou não). Coloco em destaque os vinte um (21) jovens negros, participantes do Projeto Geração XXI, este que reconstrói a realidade desses indivíduos através da Educação e aponto os resultados , que até o presente momento se mostraram positivos. Faço uma discussão acerca do aproveitamento escolar desses jovens desde o início do Projeto em 1999 até o segundo semestre de 2005. Coloco uma discussão acerca das cotas para afro-descendentes. Acrescento as falas de alguns participantes do Projeto Família XXI e da Coordenadora do Projeto Geração XXI, fazendo uso da História Oral. Essa oralidade tem por finalidade reafirmar a inclusão dos jovens após sua inserção no Projeto. Busco fazer uma comparação da situação desses jovens supra citados, dentro da sociedade, antes e depois de sua participações no Projeto Geração XXI. Explico a escolha do tema. A Dissertação apresentada na USP é uma espécie de vitrine e tem por intuito propagar esse projeto, para que outras Ongs possam nele se espelhar, o Estado possa copiar e a Academia possa apoiar e com o passar do tempo, ver encerrada a exclusão sofrida pelo afro-descendente no Brasil / The process of intellectual and moral development of the human being as basic instrument for the inclusion of young blacks in the paulistana society and the impact of the Project Generation XXI in the life of 21 of them, constitutes the subject of this dissertation. Has as goal to portray, to analyze and to historicizar the Project Generation XXI, of the Ong Geledés - Institute of the Negra. Levanto Woman the related quarrel not the existence of racism against the afro-descendant in Brazil. I more define after that some concepts known concerning racism, discrimination and preconception, focusing the quarrels on the subject with historians, anthropologists and sociologists (contemporaries or not). I place in prominence twenty one (21) young blacks, participants of the Project Generation XXI, this that the reality of these individuals through the Education reconstructs and points the results, that until the present moment if had shown positivos. Make a quarrel concerning the pertaining to school exploitation of these young since the beginning of the Project in 1999 until as the semester of 2005. I place a quarrel concerning the share for afro-descendants. I add you also say to some participants of the Project Family XXI, and the coordinators of the Project Generation XXI, making use of Verbal History. This orality has for purpose to reaffirm the inclusion of those young after its insertion in the Projeto. I search to make a comparison of the situation of these young supplies cited inside of the society, before and after its participation in the Project Generation XXI. Explain the choice of tema. The dissertation presented in the USP it is a species of show window and it has for intention to propagate this project, so that other Ongs can in it if mirrored, the State can copy and the Academy can support and with passing of the time, to see locked up the exclusion suffered for the afro-descendant in Brazil.

O processo de desenvolvimento intelectual e moral do ser humano como instrumento básico para a inclusão de jovens negros na sociedade paulistana e o impacto do Projeto Geração XXI na vida de vinte um (21) deles, constituem o tema desta Dissertação. E tem como meta retratar, analisar e historicizar o Projeto Geração XXI, da Ong Geledés - Instituto da Mulher Negra. Levanto a discussão relacionada a não existência de racismo contra o afro-descendente no Brasil. Defino em seguida alguns conceitos mais conhecidos acerca do racismo, discriminação e preconceito, enfocando as discussões sobre o tema com historiadores, antropólogos e sociólogos (contemporâneos ou não). Coloco em destaque os vinte um (21) jovens negros, participantes do Projeto Geração XXI, este que reconstrói a realidade desses indivíduos através da Educação e aponto os resultados , que até o presente momento se mostraram positivos. Faço uma discussão acerca do aproveitamento escolar desses jovens desde o início do Projeto em 1999 até o segundo semestre de 2005. Coloco uma discussão acerca das cotas para afro-descendentes. Acrescento as falas de alguns participantes do Projeto Família XXI e da Coordenadora do Projeto Geração XXI, fazendo uso da História Oral. Essa oralidade tem por finalidade reafirmar a inclusão dos jovens após sua inserção no Projeto. Busco fazer uma comparação da situação desses jovens supra citados, dentro da sociedade, antes e depois de sua participações no Projeto Geração XXI. Explico a escolha do tema. A Dissertação apresentada na USP é uma espécie de vitrine e tem por intuito propagar esse projeto, para que outras Ongs possam nele se espelhar, o Estado possa copiar e a Academia possa apoiar e com o passar do tempo, ver encerrada a exclusão sofrida pelo afro-descendente no Brasil / The process of intellectual and moral development of the human being as basic instrument for the inclusion of young blacks in the paulistana society and the impact of the Project Generation XXI in the life of 21 of them, constitutes the subject of this dissertation. Has as goal to portray, to analyze and to historicizar the Project Generation XXI, of the Ong Geledés - Institute of the Negra. Levanto Woman the related quarrel not the existence of racism against the afro-descendant in Brazil. I more define after that some concepts known concerning racism, discrimination and preconception, focusing the quarrels on the subject with historians, anthropologists and sociologists (contemporaries or not). I place in prominence twenty one (21) young blacks, participants of the Project Generation XXI, this that the reality of these individuals through the Education reconstructs and points the results, that until the present moment if had shown positivos. Make a quarrel concerning the pertaining to school exploitation of these young since the beginning of the Project in 1999 until as the semester of 2005. I place a quarrel concerning the share for afro-descendants. I add you also say to some participants of the Project Family XXI, and the coordinators of the Project Generation XXI, making use of Verbal History. This orality has for purpose to reaffirm the inclusion of those young after its insertion in the Projeto. I search to make a comparison of the situation of these young supplies cited inside of the society, before and after its participation in the Project Generation XXI. Explain the choice of tema. The dissertation presented in the USP it is a species of show window and it has for intention to propagate this project, so that other Ongs can in it if mirrored, the State can copy and the Academy can support and with passing of the time, to see locked up the exclusion suffered for the afro-descendant in Brazil.

This dissertation explores the construction of ordinariness in the accounts of perpetrators of gross human rights violations, who commit their actions in the context of a system. A review of the literature that conceived of perpetrators in this way was undertaken. This was done whilst exploring the social constructionist paradigm, which formed the theoretical backbone to the study. Discourse analysis was the methodology adopted for the two analyses that were undertaken in the thesis. The first was the analysis of the literature review, which was undertaken in order to see how ordinariness was constructed in the literature. The second analysis was that of the transcript of the Truth and Reconciliation Commission (TRC) Amnesty hearing of the applicant Daniel Petrus Siebert, into the death of Steve Biko. The analyses indicate that there is much similiarity in the ways in which ordinariness is constructed in the local context, and the ways in which it is constructed in the literature. Ordinariness in the context of gross human rights violations is produced through constructions of the perpetrator and the system within which the acts were committed, as passive and active respectively. The construction of the system as the epitome of the evil that is perpetrated enables the humanity or ordinariness of the perpetrator to be kept intact. Ordinariness in the South African context, is based on racist constructions of good whiteness, and bad blackness. Further, in the local political context, the TRC provides the conditions of possibility for the production of ordinariness, and ensures that perpetrators and others who benefited during the apartheid regime, continue to do so, as issues of accountability and responsibility are not adequately addressed. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2000.