Made available in DSpace on 2015-05-07T15:08:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 751890 bytes, checksum: 1c509e025a4e66448d092bac40fb51a4 (MD5) Previous issue date: 2010-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The question of learning of values in the roll of human behavior has aroused the interest of scholars of many specialities. In the context of education, the search to understand the formation of beliefs and values, the reason for aggressive, unfair, solidary and compassionated attitudes, has been constantly searched by researchers. But, is there really a crisis of values, or are the values in crisis? More than stick to this question, this study aims to understand a little more about the moral formation in its theoretical essence. Therefore, was sought in Jean Piaget and Lawrence Kohlberg's cognitive evolutionary perspective about the moral development, to highlight the points on which these have contributed to the advancement of the understanding of moral formation. A critical analysis is made of such perspective when thoughts of Richard Shweder and Jonathan Haidt are evidenced. Besides this extreme criticism of the evolutionary cognitive perspective, shall be also placed the contributions of Michel Foucault about the understanding of moral formation in the school environment, that in a characteristically particular way about the microphysics of Power, shows the micro relations in this same, and that goes through moral attitudes developed in such institutions. In this study about the theme of moral formation, the Brazilian National Curriculum Parameters must be analyzed, particularly what this document proposes on morality as Transversal Theme Ethics. The aim of this study is to analyze critically Piaget and Kohlberg's theory of moral development and compare it to other authors with different and divergent perspectives from evolutionary cognitive, through documentary analysis of the National Curriculum Parameters - Transversal Theme Ethics. Starting from this movement of documents analysis of Piaget and Kolhberg s theories observation, some results are shown on the understanding of how useful this can be to moral formation during the educational process in the school environment, as well as can contribute with new possibilities to act, to think and to live; way of life that goes beyond the walls of the school. Understanding the mechanisms of how the morality is being produced and aware of micro power relations existing in school institutions is fundamental to find new ways or even to have greater awareness of the path that everyone, or the great majority of society, is following. This study gives the opportunity to reflect about theories established, with the intent of producing new information networks, that may indicate new paths for the understanding of the process of moral formation. / A questão da aprendizagem de valores no campo dos comportamentos humanos vem despertando o interesse de estudiosos de variadas especialidades. No âmbito da educação a busca por entender a formação de crenças e valores, o porquê de atitudes agressivas, injustas, solidárias, compassivas, tem sido busca constante dos pesquisadores. Mas, será mesmo que há uma crise de valores, ou será que os valores em si estão em crise? Mais que se ater a este questionamento, o presente estudo procura compreender um pouco mais sobre a formação moral em seu cerne teórico. Para tanto, buscou-se, na perspectiva cognitiva evolutiva de Jean Piaget e Lawrence Kohlberg acerca do desenvolvimento moral ressaltar os pontos em que estas contribuíram no avanço do entendimento da formação moral. É feita uma análise crítica de tal perspectiva quando pensamentos de Richard Shweder e Jonathan Haidt são evidenciados. Além dessa crítica extremista à perspectiva cognitiva evolutiva, ainda serão colocadas, as contribuições de Michel Foucault acerca do entendimento da formação moral no ambiente escolar, que de maneira caracteristicamente particular acerca da microfísica do poder, evidencia as microrrelações existentes nas mesmas, e que ultrapassam atitudes morais desenvolvidas em tais instituições. Nesse mergulho à temática da formação moral, não se poderia deixar de analisar também os Parâmetros Curriculares Nacionais, mais particularmente no que este documento propõe no tocante à moralidade enquanto Tema Transversal Ética. O objetivo geral desse estudo é, então, analisar de maneira crítica, a teoria do desenvolvimento moral de Piaget e Kohlberg, colocando-as em diálogo com demais autores com perspectivas diferentes e divergentes à cognitiva evolutiva, através da análise documental dos Parâmetros Curriculares Nacionais - Tema Transversal Ética. A partir desse movimento, que não se encerra em si, de análise documentais, bem como de análise das teorias de Piaget e Kohlberg alguns resultados emergem no entendimento de como esta pode ser útil ao desenvolvimento moral durante o processo educativo no ambiente escolar, bem como pode comprometer novas possibilidades de agir, pensar e viver; forma de vida, estas, inclusive, que extrapolam os muros da escola. Entender os mecanismos de como a moralidade está sendo produzida e ter noção das relações de micro-poder existentes nas instituições escolares é fundamental para buscar novos caminhos ou mesmo ter maior consciência do caminho a que todos, ou a grande maioria da sociedade vêm seguindo. Este estudo oportuniza fazer uma reflexão sobre as teorizações estabelecidas, a fim de se produzir novas redes de informação, que possam sugerir novos caminhos à compreensão do processo de formação moral.

Orientador: Áurea Maria de Oliveira / Banca: Orly Zucatto Mantovani de Assis / Banca: Dalva Maria Bianchini Bonotto / Resumo: É visível a preocupação com um modelo de Educação que tenha como princípio a formação da cidadania. Surge, portanto, no meio escolar, a necessidade de se produzir ações que focalizem o ensino de valores morais, dentro desse contexto, uma vez que aos educadores e a todos os agentes envolvidos com a Educação é atribuída a tarefa de se educar ética e moralmente os indivíduos. E este é o interesse desta pesquisa, que apresenta uma alternativa de intervenção pedagógica que culmina na prática da discussão de dilemas morais encontrados no enredo das Fábulas Italianas, compiladas por Ítalo Calvino em 1954. Os objetivos que permearam todo o desenrolar desta pesquisa foram: identificar o nível evolutivo da noção de justiça em que se encontram os sujeitos participantes, de acordo com as teorias de Piaget e Kohlberg, em duas classes do Ensino Fundamental (uma experimental e outra de controle), dentro de uma instituição pública de ensino e verificar se o trabalho pedagógico com o enredo de algumas fábulas italianas, por meio da técnica da discussão moral, implica em uma evolução qualitativa no nível do raciocínio moral. Para tanto, os sujeitos participaram de um pré-teste que corresponde às respostas dadas aos dilemas de Kohlberg. Posteriormente, participaram da intervenção pedagógica e, por último, realizaram o pós-teste com os mesmos questionamentos aplicados no pré-teste. A análise qualitativa dos dados baseou-se nesses depoimentos fornecidos pelos sujeitos, tendo o cuidado de acompanharmos o raciocínio e a estrutura de seu pensamento, caracterizando o seu estágio de raciocínio moral antes e depois de todo o trabalho de intervenção pedagógica, relacionando-os sempre com as teorias de Piaget e Kohlberg e com a teoria da análise de conteúdo de Bardin (1977). Observou-se, ao final dessa pesquisa, que os sujeitos que participaram da Classe Experimental... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It is clearly identifiable the existence of a strong concern towards the existence of an Education model that aims for citizenship development. As a consequence, the school environment holds the need for actions that focus on the teaching of moral values, considering that educators and other teaching-related agents have the difficult task of teaching their pupils both ethic and morally. The present research attempts to introduce an alternative pedagogical intervention which results in the discussion of moral dilemmas taken from the plot of Italian Folktales, compiled by Italo Calvino in 1954. One of the objectives pursued throughout this research was: to identify the level of justice maturity of each participant according to Piaget and Kohlberg theories in two groups of Secondary school (being one the experimental group and other the control group) from a public school. The second objective was to assess the pedagogical work with the plot of some Italian folktales - through moral discussion method - as a means of qualitative evolution in the level of moral reasoning. In order to achieve this result, the participants sat for a pre-test which fits Kohlberg dilemmas‟ answers. Afterwards, they were involved in a data gathering process during the period of pedagogical intervention and in the end, they sat for a post-test involving the same questions previously applied in the pre-test. The datum qualitative analysis was based on the testimony provided by participants. During the analysis, the reasoning and the structure of their thinking were closely observed in order to qualify their stage of moral reasoning before and after all the work of pedagogical intervention, applying Piaget and Kohlberg theories as well as the theory of content analysis by Bardin (1977). At the end of this research, it was observed that all the experimental group participants achieved a superior moral reasoning... (Complete abstract click electronic access below) / Mestre

The paper analyzes the relationship between motivation and volitional processes as described by current motivation theories. The root of the separation between both moments of behavioris traced back to Tetens and Kant’s threefold view of the mind. Sensory perception is reduced to feeling and the will to energy without a proper object. The history of this conception isoutlined. Nuttin’s motivation theory is presented as an alternative to the limitations of other contemporary theories. Some educational consequences are sketched out. / Se hace un análisis de la relación entre la motivación y los procesos volitivos, tal como es presentada por las actuales teorías de la motivación, con la tesis de que la separación que éstas plantean entre ambos momentos de la conducta tiene su raíz teórica en la concepción tripartita de la mente, tal como fue formulada a partir de Kant y de Tetens. A partir de estos autores, el sentir se reduce a sentimiento y la voluntad es conceptuada como energía sin objeto propio. Se presentan los hitos históricos principales de este giro y se hace una consideración sintética de la teoría de la motivación de Nuttin, presentada como alternativa superadora de los límites de otras teorías actuales. Se esbozan algunas consecuencias educativas.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Based on the novel Emile, or On Education, the research problem concerning this dissertation demonstrates the necessity for a moral education in Jean-Jacques Rousseau's pedagogy. For this purpose, we prepared the following hypothesis: if human entry into civilization is responsible for the moral degradation of humanity, then a moral education is required. Given the above, it remains, therefore, to examine under what circumstances a moral education project appears at Rousseau's work, that is to say, how this is justified by the philosopher or how it is possible to extract evidence of a moral education in his philosophical project. And, if this assumption is confirmed, we intend to reveal the conditions of possibility for the realization of this goal, since moral education is intrinsic to the act of educating. To this end, given the hypothesis, the research supports the concept of morality relevant to moral education in Rousseau's pedagogy, and attempts to demonstrate the relevance of the resumption of his thought to understand the relationship between education and morality according to the concept of human perfectibility. We also intend to comprehend – especially by Emile's analysis and by other works of the philosopher such as A Discourse on the Moral Effects of the Arts and Sciences (Discours sur les sciences et les arts), Discourse on the Origin and Basis of Inequality Among Men (Discours sur l'origine et les fondements de l'inégalité parmi les hommes) and Julie, or the New Heloise (Julie or La Nouvelle Héloïse) – how Rousseau laid the foundations for a moral education; investigate the birth of moral consciousness in individuals and how education is linked to moral actions. In addition, we seek to demonstrate how perfectibility may contribute to the formation of the individual, and how education, based on moral principles, can contribute to human improvement through the connection between nature, conscience and freedom. / Fundamentado no romance Emílio ou da educação, o problema de investigação concernente a este trabalho visa demonstrar a necessidade de uma educação moral na pedagogia de Jean-Jacques Rousseau. Para tal, elaborou-se a seguinte hipótese: se o ingresso humano na civilização é responsável pela degradação moral da humanidade, torna-se então necessária uma educação moral. Diante do exposto, resta, portanto, analisar sob quais circunstâncias compareceria na obra rousseauniana um projeto de educação moral, ou seja, como esta é justificada pelo genebrino ou como é possível extrair indícios de uma educação moral do seu projeto filosófico. E, caso esta suposição seja confirmada, pretende-se revelar as condições de possibilidade para a realização de tal objetivo, uma vez que a educação moral é intrínseca ao ato de educar. Para tal, em face da hipótese, a pesquisa defende o conceito de moralidade relevante para a educação moral na pedagogia de Rousseau; e intenta evidenciar a pertinência da retomada do seu pensamento para se compreender a relação entre educação e moralidade à luz do conceito de perfectibilidade humana. Pretende-se compreender também – sobretudo por meio da análise do Emílio e de outras obras do filósofo tais como Discurso sobre as ciências e as artes (Discours sur les sciences et les arts), Discurso sobre a origem e os fundamentos da desigualdade entre os homens (Discours sur l'origine et les fondements de l'inégalité parmi les hommes) e Júlia ou a Nova Heloísa (Julie ou La Nouvelle Héloïse) – como Rousseau estabeleceu os fundamentos para uma educação moral; investigar o nascimento da consciência moral nos indivíduos e de que modo a educação está vinculada às ações morais. Ademais, procura-se demonstrar como a perfectibilidade pode contribuir para a formação do indivíduo e como a educação, fundamentada conforme princípios morais, pode auxiliar no aperfeiçoamento humano através da conexão entre natureza, consciência moral e liberdade.

A proposta desse estudo foi desenvolver e validar um instrumento de avaliação psicológica que permitisse a investigação dos conceitos dos pais sobre a sua participação na construção da autonomia moral dos seus filhos adolescentes. O trabalho teve como base teórica a Teoria do Desenvolvimento Moral de Jean Piaget. Conforme a teoria do Desenvolvimento Moral de Jean Piaget a construção da autonomia é um possível caminho de evolução para o pensamento adolescente. O conceito de autonomia é definido no contexto relacional, em outras palavras, a grande proposta desse processo é a construção de um eu adaptado ao coletivo. As questões que nortearam esta pesquisa foram: O que os pais pensam sobre a sua participação na construção do desenvolvimento da autonomia moral dos seus filhos adolescentes? Que tipos de intervenções representam os seus conceitos sobre: obediência, respeito, justiça e autonomia? O processo de construção e validação do instrumento foi conduzido através dos seguintes passos: construção da escala com assertivas para cada construto, Estudo Piloto realizado para proceder a Validação Semântica, Validação Teórica (a escala foi avaliada por juízes especialistas no campo da moralidade e da psicometria); Validação de Construto (Análise Fatorial Confirmatória). A amostra se constituiu de 860 genitores, pais (20,6%) e mães (79,4%) de adolescentes com idades entre doze e vinte anos. Havia participantes de cada uma das cinco regiões do país (42,8% do sudeste, 20,2% do nordeste, 16,5% do centro-oeste, 11% do norte, e 9,3% do sul) e a pesquisa com os pais foi realizada no ambiente escolar (54,8% na escola pública e 45% na privada). O modelo da escala tinha 36 assertivas. Estas assertivas foram delineadas representando os quatro construtos: obediência, respeito, justiça e autonomia. Os participantes atribuíram nota de 1 a 7 (respectivamente as opções com as quais eles discordaram totalmente e aquelas com as quais eles concordaram totalmente). A Análise Fatorial Confirmatória (LISREL) indicou a propriedade dos quatro fatores: respeito obediência, justiça e autonomia (GFI = 0,933, x²/gl =5,2, RMSEA= 0,0702). A Escala de Concepções Educativas (depois da validação estatística, AFC), finalizou com 25 itens, sendo 4 itens para obediência, 5 itens para respeito, 8 itens para justiça e 8 itens para autonomia. Por conseguinte os resultados da validação de construto forneceram um maior número de itens para autonomia em detrimento da obediência e forneceram um número maior de itens para justiça, que é para Piaget, a mais racional da todas as noções morais, a qual parece ser o resultado direto da cooperação.Os resultados indicaram que as concepções educativas dos pais têm uma tendência para proporcionar a autonomia para os filhos. Mas, os resultados revelaram que houve uma considerável diferença entre as concepções educativas e as intervenções concretas dos pais e seus filhos. Os resultados desse estudo mostraram que a maior dificuldade dos pais para educar para a autonomia moral diz respeito aos tipos de punição, portanto, um problema de justiça retributiva. Os participantes dessa pesquisa demonstraram que eles desejam educar seus filhos para a autonomia, mas suas intervenções não concordam com seus objetivos. / The purpose of this study was to develop and validate an instrument for psychological evaluation that allowed the investigation of the parents concepts about their participation on the construction of their adolescent children´s moral autonomy. The research had as its theoretical basis Piagets Moral Development Theory. According to Piagets moral development theory the autonomy construction is the possible evolutionary way for the adolescents thought. The concept of autonomy is defined in the contextual relationship, in other words, the greatest purpose of this process is the moral construction of ones self adapted to social. The questions which supported this research were: What do parents think about their participation on the construction of their adolescent childrens moral autonomy? What kind of interventions represented their conceptions about: obedience, respect, justice and autonomy? The process of construction and validation of the instrument was being carried out via the following steps: construction of the scale with assertions for each construct; pilot study in order to arranged semantic validation; theoretical validation (the scale was evaluated by judges scholars in the field of morality and psychometrics); construct validation (Confirmatory Factor Analysis). The sample consisted of 860 parents, fathers (20,6%) and mothers (79,4%) of teenagers between the ages of twelve and twenty years old. There were participants from each one of the five different regions in Brazil (42,8% south-eastern, 20,2% northeastern, 16,5% middle west, 11% north, and 9,3% south) and the research with the parents was done on school grounds (54,8% public and 45,% private schools). The scale model had 36 assertions. These assertions were delineated representing the four constructs: obedience, respect, justice and autonomy. The participants attributed notes from 1 to 7 (respectively the options with which they disagree totally and those with which they agree totally). The Confirmatory Factor Analysis (LISREL) indicated the appropriateness of the four constructs: respect, obedience, justice and autonomy (GFI = 0,933, x²/gl =5,2 , RMSEA= 0,0702). The Educative Conceptions Scale (after statistical validation, CFA) finalized with 25 items, being, 4 items for obedience, 5 items for respect, 8 items for justice, and 8 items for autonomy. Therefore the results of construct validation provided a larger number of items for autonomy, too the detriment of obedience, and provided a larger number of items for justice, that is to Piaget, the most rational of all moral notions, which seems to be the direct result of cooperation. The results indicated that the parents educative conceptions have a tendency to arrange autonomy for teenagers. But, the results revealed that there was a considerable difference between the educative concepts and the real interventions of parents and their teenagers. The results of this study showed that the parents main difficulty to educate moral autonomy disrespects the types of punishment, therefore a problem of retributive justice. The participants of this research demonstrated that they wish to educate their children for autonomy but their interventions did not agree with their aims.

A. The Aims The modern adolescent is frequently accused of being morally lax; his judgement of moral issues is held in question; and parents, church and school are accused of having lost their influence on present-day youth. The writer wes lnterested in finding out whether these accusations could in fact be substantiated amongst a sample of adolescent school-children in a selected urban area. The aims of the research, therefore, were as follows :- (i) to investigate the judgement of these adolescents in certain given areas of moral behaviour, (ii) to determine whether there were any appreciable differences between the Afrikaans-speaking and English-speaking adolescents of the sample in their judgements of these moral issues, (iii) to determine whether there were any appreciable differences between adolescent boys and girls of the sample in their judgement of these moral issues, (iv) to explore the influences which caused the tested adolescents to re-act as they did.

Cette thèse étudie les perspectives de l'enseignement moral et civique: de l'annonce d'un enseignement d'une morale laïque à un enseignement laïque de la morale puis un enseignement moral et civique, les projets de rédactions de programmes ont subi diverses mutations tant au niveau de la forme, que concernant le contenu lui-même et méritent une attention plus que particulière. Si la mise en place de cette politique publique ne s'est guère effectuée sans "embûche", la question consiste à s'interroger d'une part sur les apports de cet enseignement moral et civique qui remplace l'ancien " cordon triple" que constituait l'instruction civique, l'éducation civique, et l'éducation civique juridique et sociale, et aussi de s'interroger sur la dimension réelle de cette enseignement : peut-il tout comme son aïeul; "la morale laïque" sous Jules Ferry, se situer en quelque sorte dans sa filiation et éduquer à une liberté responsable, tout en s'adaptant à la société actuelle ? / This thesis examines the outlook for moral and civic education: the announcement of a teaching of secular ethics in a secular moral education and moral and civic education, programs of editorial projects have undergone several mutations both in terms of form, that regarding the content itself and deserve more attention than special. If the implementation of this public policy has hardly done without "ambush" the question is to ask one hand on the contributions of this moral and civic education which replaces the old "triple cord" that was civics, civic education, and legal and social civic education, and also to question the real dimension of this teaching: can he like his grandfather; "Secular morality" under Jules Ferry, lie somehow in his parentage and education in responsible freedom, while adapting to today's society?

Social-emotional learning (SEL) measures assessing social-emotional learning and character development across a broad array of constructs have been developed but lack construct validity. Determining the efficacy of educational interventions requires structurally valid measures which are generalizable across settings, gender, and time. Utilizing recent factor analytic methods, the present study extends validity literature for SEL measures by investigating the structural validity and generalizability of the Social-Emotional and Character Development Scale (SECDS) with a large sample of children from schools in Belize (n = 1877, ages 8 to13). The SECDS exhibited structural and generalizability evidence of construct validity when examined under exploratory structural equation modeling (ESEM). While a higher order confirmatory factor structure with six secondary factors provided acceptable fit, the ESEM six-factor structure provided both substantive and methodological advantages. The ESEM structural model situates the SECDS into the larger body of SEL literature while also exhibiting generalizability evidence over both gender and time.

This study was to determine the extent to which the use of high-level questioning, through eliciting responses to selected poems, affects children's value claims. Twenty-seven seventh-grade boys comprised the control group, and twenty-seven eighth-grade boys comprised the experimental group. The experimental group took part in values-clarification experiences for sixteen weeks. The control group received no value instruction. The Values Inventory was administered to both groups at the beginning and at the end of the sixteen weeks. Testing of the hypotheses resulted in eight of the hypotheses being significant at the .01 level, indicating that values-clarification experiences using high-level questioning and selected poems did affect children's value claims.

KAVANOVÁ, Blanka. Faith and Christian Education as a Basis of the Youth's searching for Personal Identity and Life Journey. Prague, 2018. Diploma work. Charles University, Catholic Theological Faculty, Department of Theological Ethics and Spiritual Theology. ABSTRACT Key words: Christian education, the youth's identity, Christian identity, discipline, preordination, practised faith, moral education The diploma is concerned with the relation between Christian education provided mainly in the family and the youth's identity construction. The first chapter of the work is focused on the theoretical bases. It outlines the situation of education as a space of meeting of freedom and autonomy of the educator and the child/teenager and shows the factors influencing the future form of the youth's identity. The following chapters demonstrate the role of parents as the primary education providers, the role of the youths themselves as the creators of their own identity and the possible obstacles that can make education more complicated. The work shows that Christian values applied in education and practised in the family life can help children in creating their own meaningful life oreintation and identity. In the process of education, freedom and increasing autonomy of the child and the youth must be taken into account,...