Orientador: Raul Aragão Martins / Banca: Alessandra de Morais Shimizu / Banca: Luciana Aparecida Nogueira da Cruz / Resumo: A sociedade atual, por sua complexidade, traz novos desafios para a educação. Um deles é o comportamento social das pessoas, em especial os relacionados com uma conduta correta nas relações privadas e públicas. A esse respeito à escola é compreendida como uma das responsáveis por essa construção, visto que é na sala de aula, que o professor poderá ensinar ética por meio de seus comportamentos e relações com seus alunos e estes com seus pares. Os valores são construídos nas relações, pela formação de hábitos, pelos exemplos de justiça, respeito, diálogo e outros, mais que ministrar discurso, o professor precisa agir moralmente. Esta pesquisa tem o objetivo de avaliar a adesão aos valores morais preconizados pelos Parâmetros Curriculares Nacionais (1998), que definem vários temas. Um desses temas chamado de temas transversais que por sua vez inclui a ética e aponta os valores de respeito, de solidariedade, de justiça e de convivência democrática como sendo os mais importantes, que, portanto devem ser trabalhados nas escolas. Para avaliar a adesão aos valores nas escolas foi utilizado um instrumento construído por um grupo de pesquisadores da Fundação Carlos Chagas - FCC, que desenvolveram uma Escala de Valores Morais destinada a mensurar a presença e a adesão dos valores morais preconizados nos PCNs. A metodologia envolve a aplicação da Escala de Valores Morais. O grupo estudado compreende uma amostra de 276 jovens de três escolas particulares do interior do estado de São Paul... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Today's society, because of its complexity, presents new challenges for education. One is the social behavior of people, especially those related to correct conduct in private and public relations. In this respect the school is understood as one of the responsible for this construction, since it is in the classroom, that the teacher can teach ethics through their behaviors and relationships with their students and these with their peers. Values are built in relationships, by the formation of habits, by the examples of justice, respect, dialogue and others, rather than ministering speech, the teacher must act morally. This research aims to evaluate adherence to the moral values advocated by the National Curricular Parameters (1998), which define several themes. One of these themes is called cross-cutting themes which in turn includes ethics and points to the values of respect, solidarity, justice and democratic coexistence as the most important, which must therefore be worked out in schools. To evaluate adherence to values in schools, an instrument was built by a group of researchers from the Carlos Chagas Foundation - FCC, who developed a Moral Values Scale to measure the presence and adherence of the moral values recommended in the PCNs. The methodology involves the application of the Moral Values Scale. The study group comprises a sample of 276 young people from three private schools in the interior of the state of São Paulo. The study presents important results on the social relations of the subjects in different liquors, among them the family and the school. We verified the quality of the relationships in these researched environments and their relationships with adherence to the measured values. The results found were adherence to level III values, that is, from an egocentric social perspective. It is ... (Complete abstract click electronic access below) / Mestre

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The problem with which this investigation was concerned was that of determining whether role playing could be used successfully to help elementary school children clarify selected values claims. The changes in children's values claims were measured by using the Semantic Differential developed by Osgood and others. This study had a threefold purpose. The first was to determine if children's values claims in the third grade could be changed by a concentrated program of role playing. The second was to determine whether children's values claims in the fifth grade could be changed by a concentrated program of role playing. The third was to determine if there was a difference in the amount of change in third- and fifth-grade children's values claims after both grades had experienced a concentrated program of role playing. The following conclusions were reached: (1) Role playing experiences can be used successfully to change third-grade children's values claims in respect to the concepts of honesty and consideration of others. (2) Whether role playing can be used successfully with third-grade children to change their values claims in regard to respect for property is open to question. (3) Whether role playing can be used successfully with fifth-grade children to change their values claims in regard to honesty, consideration of others, and respect for property is open to question. The study implied that (1) role playing may be more effective with children in the third grade than with children in the fifth grade, (2) role playing may be more effective with some values claims than with others, (3) though the changes made by the fifth grade after role-playing experiences were not significant, they were in the positive direction. Consequently it is entirely possible that role playing could have been more effective with the fifth grade under differing circumstances, (4) significant changes in values occur slowly, and programs to change values should be extended over long periods of time.

In this day and age character and citizenship are being stressed by such societies and agencies as The Boy Scouts of America, The Camp Fire Girls, The Young Men's' Christian Association and the Young Women's Christian Association. In the scouting program all activities are of a voluntary process. There is an age requirement connected with the scouting program so that a youngster can look forward to the time when he will be twelve years of age and can become a scout. In the first place it is of major importance that the applicant assume it a privilege to become a scout. In the second place, when, in the course of a short ceremony inducting him into the troop, he takes the Scout Oath and repeats the Scout Law, he is made to feel that he is not merely on the threshold of things to do but of things to be. In the third place he finds that he shares with a group a code that is not so much his duty as his privilege to guard and keep. The influencing of one's character is a complex affair. Scouting does its part in helping boys to acquire good habits of conduct.

This interdisciplinary dissertation describes the pedagogy of Ignatius of Loyola (e.g., a Jesuit education is world-affirming, assists in the total formation of each individual within the human community) and examines its import for public schools. Chapter 1 establishes the research context within the historical landscape of Ignatian Pedagogy, with the dissertation question: Could the pedagogical philosophy of the Jesuit founder, Ignatius of Loyola, be used to apply and create a similar program/system of character formation in the New York City Department of Education (NYC DOE) schools. Character Formation is explained as the way youth are formed as whole persons to be in relationship with self and others, as active participants in a world where their flourishing is emphasized and their ability to be critical, reflective, and self-directed is enhanced by their psycho-social-environmental well-being. Chapter 2 presents a literature review to examine Ignatius of Loyola’s ideas about character formation. Chapter 3 continues the literature review, addressing concerns about the meeting of faith and education in public schools, this is done through the lens of feminist theology and pedagogy. Chapter 4 describes the strategy of program review of the Loyola Academy Encore Program of Character Formation that I employed to develop and form students’ character at the Jesuit-sponsored Loyola Nativity School in St. Louis, Missouri. Chapter 5 examines a pilot study completed at one of my schools, 30Q151, the Mary D. Carter school, which tracked five special education students’ placement from a Most Restrictive Environment to a Least Restrictive Environment, in order to build their self-esteem and form their character. Chapter 6 discusses findings and implications for the NYC DOE if it were to consider developing a universal program of character formation based on the programs in place at Jesuit-sponsored schools. Chapter 7 presents a theological-philosophical framework grounded in literature for creating the Beloved Community (e.g., King, Gandhi, Freire), my statement for and about how human beings flourish, e.g., ascending towards a rationalization for why public and private schools need programs of character formation in the 21st century.

The main aim of this thesis is to look at school as a place where children learn values con-nected with civil society. It tries to answer the question "How can schools prepare their students for participation in civil society with regard to values". This answer will be an-swered by studying of literature focused on this issue and by a research at chosen elemen-tary school. Design of research is taken from study of Klaassen and Huwae (2006) which has been done recently at Netherland elementary schools. There is no study like that in the Czech Republic and this thesis should bring basic information about this issue.

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It is the purpose of this thesis to develop a great- er interest and effort in character education in the school, the home and the church and to show nome techniques which have proved successful in the lives of the students of Junior high schools, especially at Stanford Junior High School in Sacramento.

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Character education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher’s role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study investigated the responses of 130 pre-service secondary teachers in language arts, science, social studies, and mathematics within one teacher education program. The questionnaire utilized in this quantitative research study was the Character Education Efficacy Belief Instrument (CEEBI), which was designed by Milson and Mehlig (2002). This instrument is composed of 24 items designed to understand personal teaching efficacy (PTE) and general teaching efficacy (GTE) beliefs. This study examined if there was a statistically significant difference in PTE and GTE scores between secondary pre-service teachers based on the independent variables of a) program/major, b) gender, c) race/ethnicity, and d) coursework in character education. The results of this survey adds to a rich field of research and literature on character education and teacher education by taking a closer look at the specific beliefs of secondary preservice teachers regarding their PTE and GTE for character education. This study was an attempt to better understand the teaching efficacy beliefs for secondary pre-service teachers graduating from a teacher preparation program within a state that mandates character education.