Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-13T12:02:28Z No. of bitstreams: 1 DeniseCortezFernandes_TESE.pdf: 665355 bytes, checksum: 89acfdb98bd2380c4f7ee98dc3339e77 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2016-01-13T12:36:20Z (GMT) No. of bitstreams: 1 DeniseCortezFernandes_TESE.pdf: 665355 bytes, checksum: 89acfdb98bd2380c4f7ee98dc3339e77 (MD5) / Made available in DSpace on 2016-01-13T12:36:20Z (GMT). No. of bitstreams: 1 DeniseCortezFernandes_TESE.pdf: 665355 bytes, checksum: 89acfdb98bd2380c4f7ee98dc3339e77 (MD5) Previous issue date: 2014-02-26 / Essa pesquisa analisa a concep??o docente acerca do desenvolvimento moral no contexto do cotidiano escolar, bem como o papel do professor nesse processo. Almejou, tamb?m, estabelecer um ambiente formativo e colaborativo prop?cio ? reflex?o ?tica entre professores que trabalham em turmas do Ensino Fundamental, acerca da pr?tica pedag?gica do professor nas situa??es de constru??o da moralidade no meio escolar, oferecendo caminhos nas suas intera??es para o desenvolvimento da moralidade dos alunos. O campo emp?rico foi a Escola Municipal Estudante Emmanuel Bezerra, localizada no bairro do Planalto - Zona Oeste de Natal/RN, com as professoras das turmas do 4? e do 5? ano do Ensino Fundamental e seus respectivos alunos, durante os anos de 2010-2012. Privilegiou-se a pesquisa qualitativa nas an?lises e no processo de compreens?o do cotidiano no contexto escolar, procurando-se interpretar as situa??es e as intera??es analisadas. Fundamentando-se nos postulados de Jean Piaget sobre o desenvolvimento moral, optou-se pelo trabalho investigativo com as professoras com a complementaridade entre a pesquisa colaborativa e a pesquisa-a??o, realizando-se sess?es reflexivas, pesquisa documental, observa??es e entrevistas semiestruturadas, desenvolvidas com as professoras participantes. A partir dessa pesquisa foram identificadas tr?s distintas fases das concep??es e atitudes entre as professoras: a) docente com o discurso do senso comum, devido ? aus?ncia de reflex?o aprofundada acerca da sua pr?tica; b) docente com concep??es atualizadas e informa??es pertinentes, entretanto desprovido de uma a??o reflexiva desse conhecimento e sem reflexo em suas pr?ticas em sala de aula; c) docente ?tico reflexivo, que ensaia uma perspectiva que associa a informa??o pertinente, a acomoda??o dos conhecimentos e transforma??o do discurso docente em a??o coerente na sua pr?tica. Formar um docente ?tico e reflexivo, diante da cultura formativa n?o se d? de forma natural e em pouco tempo. ? preciso v?rias etapas at? a tomada de consci?ncia para uma atitude ?tica e reflexiva perante a realidade educacional e especialmente acerca da a??o docente e institucional na forma??o moral dos alunos. / This research analyses the teacher conception of moral development in the context of everyday school life, as well the teacher's role in this process. Longed also establish a formative and collaborative environment conduc t ive to the ethics reflection among teachers working in classrooms of elementary school about the pedagogical practice in construction situations of morality in school environment, offers ways in theirs intera ctions to the development of the students morality. The empirical field was the Municipal School student Emmanuel Bezerra, located in the Planalto - West neighborhood of Natal/RN, with the teachers of the classes of 4th and 5th year of elementary school st udents and theirs students during the years 2010 - 2012. It privileged qualitative in the analysis and the comprehension process of the quotidian into the school context, seeking understands the situations and the interactions analyzed. Based on the postulat es of Jean Piaget on the moral development, it opted in the investigative work with the teachers for the complementarity between collaborative research and action research, with reflective sessions, documentary research, observations and semi - structured in terviews. From this research it was identified three distinct phases of conceptions and attitudes among the teachers: a) teach ers with the discourse of common sense due to a lack of depth reflection on their practice; b) teacher s updated with their concept s and relevant information, however devoid of reflexive action of this knowledge and without reflection on their practices in the classroom and, finally; c) ethical reflective teacher who tried a perspective that joins the relevant information, the knowled ge accommodation and transformation in teaching discourse consistent with the proposed issued and reflective in their practice. Educate an ethical and reflective teaching in front of the formative culture does not occur naturally and fast. It takes several steps until the awareness for ethical and reflective attitude towards educational reality and especially on the teaching and institutional action in the moral formation of students.