Made available in DSpace on 2014-06-11T19:25:38Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-06-27Bitstream added on 2014-06-13T20:53:47Z : No. of bitstreams: 1 frick_lt_me_prud.pdf: 3795747 bytes, checksum: ec41b8a41d94a3516d1f8e7db8365818 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Esta Dissertação versa sobre as relações que podemos tecer entre os conflitos interpessoais e o bullying e pertence à linha de pesquisa “Processos Formativos, Diferenças e Valores”, do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, Universidade Estadual Paulista, contando com o apoio financeiro da Fundação de Amparo à Pesquisa do Estado de São Paulo. A pesquisa originou-se da nossa preocupação com as formas de resolução de conflitos adotados pelos professores, que podem, de certo modo, servir como estilos a serem assimilados pelos estudantes nas suas relações entre pares, influenciando na propagação da violência denominada bullying entre as crianças. Nesse sentido, estabelecemos como objetivo principal analisar as relações entre os estilos de resolução de conflitos adotados pelos professores e os modos de agir dos alunos, perante conflitos entre pares, e a possível incidência de bullying, entre eles. A metodologia utilizada caracterizou-se por uma abordagem quantitativa e qualitativa, aproximando-se de um estudo de caso. Os participantes da pesquisa foram duas professoras e suas respectivas classes, dos anos iniciais de Ensino Fundamental, em escolas da rede pública numa cidade do interior do Estado de São Paulo. Os alunos implicados na investigação tinham entre oito e dez anos. Para coleta dos dados realizamos observações e, através destas, preenchemos uma ficha para caracterização dos ambientes sociomorais. Aplicamos dois questionários aos alunos: um com situações hipotéticas de conflitos, para identificar e categorizar os estilos... / The present study is about the possible relationship between interpersonal conflicts and bullying. It belongs to “Formative Processes, Differences and Values” research line of Post graduation Program in Education of Science and Technology College (Faculdade de Ciências e Tecnologia, in Portuguese), Universidade Estadual Paulista. This study is financially supported by São Paulo Research Supporting Foundation. The research originates from our concern about the way teachers use to solve conflicts. We consider that the way teachers act might be adopted by students in their relationship with partners; this can the spread violence, called bullying, among children. Considering this, our main goal is to analyze the relationships between the ways teachers adopt to solve conflicts and the ways students act, facing partners conflicts, and the possible incidence of bullying among them. The methodology is quantitative and qualitative approach, which approximates of a case study. The research subjects were two teachers and their students from the beginning grades of Primary School of public schools from an interior city in São Paulo state. The students were between eight and ten years old. In order to collect the data we filled in a characterization form based on observations we did of the sociomoral environment. Two questionnaires were answered by students: one with hypothetical conflicts situations, in order to identify and characterize student‟s styles of conflict solution and their perception about how teachers solve conflicts, in fact ... (Complete abstract click electronic access below)

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-07-18T11:40:47Z No. of bitstreams: 1 arquivototal.pdf: 1993034 bytes, checksum: 3430f679f5e2159fad55852c13f09b91 (MD5) / Made available in DSpace on 2017-07-18T11:40:47Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1993034 bytes, checksum: 3430f679f5e2159fad55852c13f09b91 (MD5) Previous issue date: 2017-04-07 / The purpose of this thesis was to verify the influence of the information transmitted by the media in the socioaffective decentration of the judgments on adolescents involved in infractions. More specifically, it was asked if the type and amount of information provided on the problem of adolescents involved in offending acts would promote a greater manifestation of social perspective and empathy among participants.. As a theoretical contribution, Piaget's theories of decentration were used, and the perspective taking models of Flavell and Selman and empathy‟s model of Hoffman. This work consisted of an exploratory research of quasi-experimental design using four groups. The experimental treatment differentiated the amount of information provided to the groups: Group 1: received information on the statistics of violence committed by adolescents in Brazil; Group 2: received the same information from Group 1 plus information about the life context of adolescents involved in infractions; Group 3: received the information from Group 1 more information about the treatment offered to adolescents in the resocialization units and finally, Group 4: received all the information provided to the other groups. The information provided for each group was presented through videos with television reports on real cases. Considering a variation in the decentration of the arguments to analyze the situation according to the type of information provided to the groups, it was expected that the groups that received more information presented arguments with greater social perspective and empathy when analyzing the social question. Twenty-six university students, ranging in age from 17 to 28, were divided into four groups. As instruments, a biodemographic questionnaire and an Interview on Social Thought were used, an open instrument with questions that approached the topic of adolescents involved in infractions. The interview asked participants for their opinion on the causes of violence committed by adolescents, the responsibilities of government and society in solving this social problem, besides an analysis on the influence of the life context of the adolescents and the judicial treatment received by the adolescents when they are involved in infractions.. The conduction of the activities in each group consisted of two moments: first, the participants of each group watched the selected video for their experimental condition and responded individually to the interview; followed by a collective discussion about participants' responses to some of the interview questions. To analyze the data, a content analysis of the individual responses of the interview was performed. The group discussions were transcribed and also underwent a lexical analysis performed through Alceste software. In this analysis, two procedures were performed: standard analysis and cross-analysis (tri-croisé). The content analysis allowed to identify an influence of the contents presented to each group in the answers of the participants, varying according to the theme of the question answered by them. The group that received the most information and the group that received the information about the conditions of the resocialization units presented, in general, the responses with more social perspective and more manifestations of empathic affections. As regards Alceste, the standard analysis distributed the responses in three, which distributed participants' responses on two main axes, referring to a more abstract discussion of justice and punishment of adolescents, on the one hand, and the Concrete actions that must be taken to improve the living conditions of these young people. Cross-analysis presented the most relevant lexical contents within each group. In the Group 1 class, there was an emphasis on the need to empathize with the situation of adolescents, who do not have a positive outlook for the future. In Group 2 the answers centered on the lack of basic living conditions of these adolescents to sustain themselves in an honest way, and the emphasis on the need of public policies that help to solve these problems. Group 3 presented responses focused on the treatment received by adolescents when they were admitted to resuscitation institutions. Participants indicated the difficulty of re-socialization of adolescents due to the quality of institutions and professionals working in the institutions, and the need for changes in their way of functioning. Group 4 highlighted the responses that emphasized both the importance of public policies to reduce social inequality and an analysis of the effects of treatment received by adolescents in resuscitation units, with a greater emphasis on this second aspect. In conclusion, it was observed that the groups presented responses with content related to the experimental treatment and, with regard to the main objective of this thesis, it was possible to identify an influence of the information in the socio-affective decentration of the participants. The implications of the results for the study area of Social Cognition and for future studies are presented in the discussion. / O objetivo desta tese foi verificar a influência das informações repassadas pela mídia na descentração socioafetiva dos julgamentos sobre adolescentes envolvidos em atos infracionais. Mais especificamente, perguntou-se o tipo e a quantidade das informações fornecidas sobre o problema dos adolescentes envolvidos em atos infracionais promoveria maior manifestação de tomada de perspectiva social e de empatia nos participantes. Como aporte teórico foram utilizadas as teorias sobre descentração de Piaget, e os modelos de tomada de perspectiva de Flavell e Selman e o modelo de empatia de Hoffman. Este trabalho consistiu numa pesquisa exploratória de delineamento quase experimental utilizando quatro grupos. O tratamento entre os grupos diferenciou a quantidade das informações fornecidas: Grupo 1: recebeu informações sobre as estatísticas da violência cometida por adolescentes no Brasil; Grupo 2: recebeu as mesmas informações do Grupo 1 mais informações sobre o contexto de vida de adolescentes envolvidos em atos infracionais; Grupo 3: recebeu as informações do Grupo 1 mais informações sobre o tratamento oferecido aos adolescentes nas unidades de ressocialização e, finalmente, Grupo 4: recebeu todas as informações fornecidas aos demais grupos. As informações oferecidas para cada grupo foram apresentadas através de vídeos com reportagens televisivas sobre casos reais. Considerando-se encontrar uma variação na descentração dos argumentos para análise da situação de acordo com o tipo de informação fornecida aos grupos, esperava-se que os grupos que receberam mais informações apresentassem argumentos com maior tomada de perspectiva social e empatia ao analisar a questão social. Participaram do estudo, 26 universitários, com idades variando entre 17 e 28 anos, divididos nos quatro grupos. Como instrumentos, foram utilizados um questionário biodemográfico e uma Entrevista sobre o Pensamento Social, que consistiu num instrumento aberto com questões que abordavam o tema dos adolescentes envolvidos em atos infracionais. A entrevista solicitava dos participantes sua opinião sobre as causas da violência cometida pelos adolescentes, quais as responsabilidades do governo e da sociedade na resolução deste problema social, além de uma análise sobre a influência do contexto de vida dos adolescentes e o tratamento judicial recebido pelos adolescentes quando se envolvem em atos infracionais. A condução das atividades em cada grupo consistiu de dois momentos: primeiramente, os participantes de cada grupo assistiram ao vídeo selecionado para sua condição experimental e responderam individualmente à entrevista; em seguida foi realizada um discussão coletiva sobre as respostas dos participantes a algumas das perguntas da entrevista. Para analisar os dados, foi efetuada uma análise de conteúdo das respostas individuais da entrevista. As discussões em grupo foram transcritas e também passaram por uma análise lexical realizada através do software Alceste. Nesta análise, foram realizados dois procedimentos: a análise padrão e a análise cruzada (tri-croisé). A análise de conteúdo permitiu identificar uma influência dos conteúdos apresentados a cada grupo nas respostas dos participantes, variando de acordo com o tema da pergunta respondida por eles. O grupo que recebeu a maior quantidade de informações e o grupo que recebeu as informações sobre as condições das unidades de ressocialização apresentaram, em geral, as respostas com mais tomada de perspectiva social e mais manifestações de afetos empáticos. No que se refere ao Alceste, a análise padrão distribuiu as respostas em três, que distribuíram as respostas dos participantes em dois eixos principais, referindo-se a uma discussão mais abstrata sobre a justiça e as punições aos adolescentes, de um lado, e as ações concretas que devem ser assumidas para melhorar o contexto de vida desses jovens. A análise cruzada apresentou os conteúdos lexicais mais relevantes dentro de cada grupo. Na classe referente ao Grupo 1 encontrou-se uma ênfase na necessidade ter empatia pela situação dos adolescentes, que não possuem uma perspectiva positiva de futuro. No Grupo 2 as respostas centraram-se na falta de condições básicas de vida desses adolescentes para se sustentar de maneira honesta, e a ênfase na necessidade de políticas públicas que ajudem a sanar esses problemas. O Grupo 3 apresentou respostas com foco no tratamento recebido pelos adolescentes quando internados em instituições de ressocialização. Os participantes indicaram a dificuldade de ressocialização dos adolescentes devido à qualidade das instituições e dos profissionais que trabalham nas instituições, e a necessidade de mudanças na maneira de funcionamento delas. No Grupo 4 destacaram-se as respostas que enfatizaram tanto a importância da efetivação de políticas públicas para diminuir a desigualdade social, quanto uma análise dos efeitos do tratamento recebido pelos adolescentes nas unidades de ressocialização, com maior ênfase nesse segundo aspecto. Em conclusão, observou-se que os grupos apresentaram respostas com conteúdo relacionado ao tratamento experimental e, no que se refere ao objetivo principal desta tese, foi possível identificar uma influência das informações na descentração socioafetiva dos participantes. As implicações dos resultados para a área de estudos da Cognição Social e para os estudos futuros estão apresentadas na discussão.

Cette thèse doctorale, qui prend la forme de quatre articles, est une étude corrélationnelle mettant en relation le raisonnement moral et la légitimation des dynamiques d’intimidation par les pairs chez des adolescents de 3ème secondaire. L’objectif principal poursuivi était d’examiner la contribution de la désensibilisation morale aux conduites adoptées par les adolescents lors d’incidents d’intimidation à l’école. L’objectif secondaire était d’examiner l’importance accordée respectivement à des standards de conduite issus des domaines moral, conventionnel et personnel chez les adolescents impliqués dans des incidents d’intimidation. Le premier article expose la problématique de la légitimation des dynamiques d’intimidation par les jeunes en faisant état des croyances normatives et des caractéristiques des environnements scolaires qui y sont associées. L’article discute de l’écart qui s’observe entre l’opposition affirmée de la majorité des adolescents face aux conduites d’intimidation et leur récurrence dans les milieux scolaires et vient compléter une première section décrivant les conséquences de l’intimidation pour les communautés scolaires. Le deuxième article s’inscrit dans le cadre théorique de cette thèse et fait état des connaissances sur le raisonnement moral des élèves impliqués dans des dynamiques d’intimidation. Il présente une explication des conduites d’intimidation dans la perspective de la théorie des domaines de la connaissance sociale et dans celle de la théorie de l’agentivité morale. Ces approches ont été retenues pour opérationnaliser le concept de désensibilisation morale afin de rencontrer les objectifs de recherche poursuivis. Le troisième article rapporte la démarche utilisée pour vérifier l’hypothèse d’une relation positive entre les conduites d’intimidation et l’acceptabilité d’incidents d’intimidation hypothétiques, de même que l’hypothèse d’une relation positive entre les conduites d’intimidation et le désengagement moral chez les adolescents impliqués. Le quatrième article rapporte la démarche utilisée pour examiner les justifications sociomorales émises par différents profils d’adolescents impliqués dans des incidents d’intimidation de façon à associer leur conduite avec les domaines de connaissances normatives auxquels se rattachent leurs justifications. Les résultats obtenus sont ensuite discutés au chapitre suivant afin de mettre en évidence la contribution de chacune des approches morales retenues à l’explication des conduites en contexte d’intimidation et les caractéristiques du raisonnement moral associées aux rôles adoptés et des pistes d’intervention sont offertes. Finalement, cette thèse doctorale conclue que seul le niveau moyen de désengagement moral, un indice global de l’adhésion à des croyances normatives antisociales, contribue statistiquement à l’explication des conduites adoptées lors d’incident d’intimidation au-delà du sexe des participants. Quant au raisonnement sociomoral, il informe davantage sur la façon dont les circonstances d’incidents d’intimidation sont reliées à la désensibilisation morale des jeunes impliqués. Les adolescents qui prennent activement la défense de pairs intimidés étaient caractérisés par un raisonnement moral plus uniforme, tandis que le raisonnement des élèves qui intimident et de ceux qui demeurent passifs était caractérisé par la subordination de principes moraux, respectivement en faveur d’impératifs à caractère conventionnel et d’impératifs à caractère personnel. / This doctoral thesis, presented as four scientific articles, is a correlational study about moral reasoning and the legitimization of school bullying in third-year high school students. The primary objective was to investigate the contribution of moral disinhibition to the bullying incident roles adopted by teenagers. The secondary objective was to investigate the relative importance given to moral, conventional, and personal standards of conduct in students involved in bullying incidents. The first article acknowledges the problem that is the legitimization of bullying conducts by school communities and exposes related normative beliefs and school environment characteristics. It mainly discusses the gap between the vocal opposition to bullying conducts shown by most students and the occurrence of bullying incidents in schools. This completes a section exposing the consequences associated with bullying. The second article reviews recent literature about moral reasoning and its link to bulling incident roles. It also gives an explanation of bullying conducts from the viewpoints of the social domains theory and of the sociocognitive theory of moral agentivity. These theoretical paradigms were used in operationalizing the concept of moral disinhibition in order to meet study goals. The third article reports on the methodology used in order to verify the hypothesis of a positive relation between bullying conducts and acceptability of hypothetical bullying incidents, as well as the hypothesis of a positive relation between bullying conducts and moral disengagement in involved adolescents. The forth article reports on the methodology used in the investigation of sociomoral justifications from adolescents adopting different bullying incident roles in order to ascertain the relation between their conduct and the social domains from which stem their justifications. Results are discussed as to show the contribution of each approach to the explanation of bullying incident roles and the moral reasoning characteristics related to each role. Intervention guidelines are proposed as well. This doctoral thesis concludes that only moral disengagement mean scores, which work as a global indication of antisocial normative beliefs, explain bullying incident roles beyond participants’ gender. Sociomoral reasoning is better suited to understanding how bullying incidents’ characteristics promote moral disinhibition. Actively defending bullied peers wad linked to more uniform moral reasoning. On the other hand, bullying and pro-bullying conducts were linked to moral subordination in favor of conventional standards of conduct, and passive bystanding was linked to moral subordination in favor of personal standards of conducts.

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.

Le raisonnement sociomoral (RSM) est une habileté essentielle durant l’adolescence, car elle guide les décisions sociales, facilitant le fonctionnement social. Quelques facteurs sociocognitifs et socioémotionnels semblent favoriser l’évolution du RSM, cependant leur contribution particulière reste nébuleuse, car ils ont été étudiés de façon isolée. Cette étude explore les habiletés associées au RSM mature chez les adolescents en santé, ainsi que la contribution spécifique des fonctions exécutives, en utilisant un outil écologiquement valide pour cette population. Nous avons détecté quatre contributeurs indépendants du RSM mature : l’âge, l’intelligence, la flexibilité cognitive et la fluence verbale, ainsi que des différences de genre concernant la maturité du RSM et la prise de décision sociomorale. Les résultats de cette étude contribuent à améliorer la compréhension du développement moral à l’adolescence et soulignent l’importance d’utiliser des outils écologiquement valides pour mesurer les habiletés sociales. / Sociomoral reasoning (SMR) is an important skill during adolescence because it guides social decisions, facilitating social functioning. A number of sociocognitive and socioemotional factors are likely to underlie the evolution of SMR abilities; however their relative contribution remains unclear given that to date their roles have typically been explored in isolation. This study explores the underpinnings of SMR maturity in typically developing adolescents and the specific contribution of executive functions using an ecologically valid tool for assessment in the adolescent population. We detected four independent contributors of SMR maturity in healthy adolescence: age, intelligence, cognitive flexibility and verbal fluency, as well as gender differences in SMR maturity and sociomoral decision-making. Taken together, the findings of this study contribute to better understanding moral development during adolescence and highlight the importance of using ecologically valid tools to measure social skills.

Le raisonnement sociomoral (RSM) est une habileté essentielle durant l’adolescence, car elle guide les décisions sociales, facilitant le fonctionnement social. Quelques facteurs sociocognitifs et socioémotionnels semblent favoriser l’évolution du RSM, cependant leur contribution particulière reste nébuleuse, car ils ont été étudiés de façon isolée. Cette étude explore les habiletés associées au RSM mature chez les adolescents en santé, ainsi que la contribution spécifique des fonctions exécutives, en utilisant un outil écologiquement valide pour cette population. Nous avons détecté quatre contributeurs indépendants du RSM mature : l’âge, l’intelligence, la flexibilité cognitive et la fluence verbale, ainsi que des différences de genre concernant la maturité du RSM et la prise de décision sociomorale. Les résultats de cette étude contribuent à améliorer la compréhension du développement moral à l’adolescence et soulignent l’importance d’utiliser des outils écologiquement valides pour mesurer les habiletés sociales. / Sociomoral reasoning (SMR) is an important skill during adolescence because it guides social decisions, facilitating social functioning. A number of sociocognitive and socioemotional factors are likely to underlie the evolution of SMR abilities; however their relative contribution remains unclear given that to date their roles have typically been explored in isolation. This study explores the underpinnings of SMR maturity in typically developing adolescents and the specific contribution of executive functions using an ecologically valid tool for assessment in the adolescent population. We detected four independent contributors of SMR maturity in healthy adolescence: age, intelligence, cognitive flexibility and verbal fluency, as well as gender differences in SMR maturity and sociomoral decision-making. Taken together, the findings of this study contribute to better understanding moral development during adolescence and highlight the importance of using ecologically valid tools to measure social skills.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-07-10T14:30:37Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Veronica Nogueira Vanni.pdf: 3577308 bytes, checksum: fd930227c36eda5f7a13707374db19a9 (MD5) / Made available in DSpace on 2017-07-10T14:30:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Veronica Nogueira Vanni.pdf: 3577308 bytes, checksum: fd930227c36eda5f7a13707374db19a9 (MD5) Previous issue date: 2017-03-28 / This thesis was presented and defended in the Master's Program of Education of This dissertation was presented and defended in the Master's Program in Education at the University of Oeste Paulista – Concentration Area: Educational Institution and Educator's Training (UNOESTE). In the national scenario, we frequently observe the growth of violence situations in schools, which significantly jeopardizes the educational process. Whether it is verbal, physical, or any other kind of practice, violence must be prevented and countered, since violence is the opposite of education's purpose. Thereby, the responses to situations of conflict existing in school depicted at the violent behaviors found, point out the relevance in working with practices that promote the learning of values and moral rules and the ethical formation of students, since they include the reflection about values and skills needed to the conviviality in society. In this sense, this research had as main objective to substantiate and systematize an experience with a deliberative moral practice, the class assemblies, contributing for the development of students' moral autonomy. It is based on authors of the psychology of morality and especially those who bring the perspective of evolutionary cognitive theory. It was made accordingly with the descriptive qualitative approach, of phenomenological nature of intrinsic case study type. It was developed in a municipal school of kindergarten and elementary school located in the Sao Paulo countryside. The methodological procedures have involved: data collection, documental analysis; semi structured interviews with the director, pedagogical coordinator of the common nucleus and one teacher of the 5th year of Elementary School; observation of an experience with class assemblies made with one teacher and her respective students of the 5th grade of Elementary School; interview after the assemblies with 30% of the total number of students chosen by lot (simple random sample). Data analysis and discussion were based on observations of practice and through the meaning interpretation of answers (written or oral), presented by the respondents; which were separated by axes, sub-axes and categories related to the objectives proposed by this research. Results indicate that although there is still a need for greater theoretical-practical deepening for the systematization of school moral practice with class assemblies instituted by the school, they favor the formation of a student who is protagonist in his developmental process, as well as in the establishment of a school environment in which the climate is favorable for the learning of contents, values and rules, which results in a more democratic coexistence, where mutual respect prevails contributing in a significant way for the development of moral autonomy. Our hope is that this research will subsidize other studies about the learning of values and rules in the work with moral practices in schools, expanding the reflection of these as mechanisms of moral education and their contribution to the development of students' moral autonomy. / Esta dissertação foi apresentada e defendida no Programa de Mestrado em Educação da Universidade do Oeste Paulista - Área de concentração: Instituição Educacional e Formação do Educador (UNOESTE). No cenário nacional observamos com frequência o crescimento dos casos de violência nas escolas, o que compromete significativamente o processo educativo. Seja verbal, física ou qualquer outro tipo de prática, a violência deve ser prevenida e combatida, pois esta é oposta ao propósito da educação. Desta forma, as respostas às situações de conflito presentes na escola retratadas nos comportamentos violentos encontrados, apontam a relevância em se trabalhar com práticas que promovam a aprendizagem de valores e regras morais e a formação ética dos alunos, pois estas compreendem a reflexão sobre valores e habilidades necessárias para a convivência em sociedade. Sob esse olhar, esta pesquisa teve por objetivo principal fundamentar e sistematizar uma experiência com uma prática moral deliberativa, as assembleias de classe, contribuindo para o desenvolvimento da autonomia moral dos alunos. Fundamenta-se em autores da psicologia da moralidade e, em especial, aqueles que trazem a perspectiva da teoria cognitiva evolutiva. Realizada segundo a abordagem qualitativa descritiva, de natureza fenomenológica do tipo Estudo de Caso intrínseco. Foi desenvolvida em uma escola municipal de Ensinos Infantil e Fundamental I do interior paulista. Os procedimentos metodológicos envolveram: a coleta de dados; análise documental; entrevistas semiestruturadas com a diretora, coordenadora pedagógica do núcleo comum e uma professora do 5º ano do Ensino Fundamental I; observação de uma experiência com assembleias de classe com uma professora e seus respectivos alunos do 5º ano do Ensino Fundamental I; entrevista pós assembleias com 30% do total de alunos escolhidos por sorteio (amostra aleatória simples). A análise e discussão dos dados foram feitas a partir das observações da prática e por meio da interpretação do significado das respostas (escrita ou oral), apresentadas pelos pesquisados; as quais foram separadas por eixos, subeixos e categorias relacionados com os objetivos propostos por esta pesquisa. Os resultados sinalizam que embora exista ainda a necessidade de um maior aprofundamento teórico-prático para a sistematização da prática moral escolar com as assembleias de classe instituídas pela escola, as mesmas favorecem a formação de um aluno protagonista em seu processo de desenvolvimento bem como o estabelecimento de um ambiente escolar onde o clima é favorável para a aprendizagem de conteúdos, valores e regras, o que resulta em uma convivência mais democrática, em que o respeito mútuo prevalece, contribuindo, consequentemente, de maneira significativa no desenvolvimento da autonomia moral. Esperamos que esta pesquisa subsidie outros estudos sobre a aprendizagem de valores e regras no trabalho com práticas morais nas escolas, e amplie a reflexão destas como mecanismos de educação moral e sua contribuição para o desenvolvimento da autonomia moral dos alunos.

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