Um olhar sobre a discursividade moral infantil

• Autor(a) principal: Silva, Taciana Meneses
• Data de Publicação: 2007
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UNICAP
• Texto Completo: http://tede2.unicap.br:8080/handle/tede/664
• topic: análise do discurso; crianças - linguagem; aquisição de linguagem; desenvolvimento moral; dissertações; discourse analysis; children - language; language acquisition; moral development; dissertation; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::PSICOLINGUISTICA

This study is aimed at describing and analysing the linguistic-discursive marks of the moral discursivity of a group of six children aged between four years and six months and six years. In order to achieve these objectives we have made up eight pairs of stories talking about: theft with selfish motivation, theft with altruistic motivation, telling a lie that may cause problems to another person, telling a lie that may not cause problems to another person, accidental material damage, intentional material damage, hurting someone accidentally, hurting someone intentionally.Then we tell the stories to the children in two diferent kinds of interacions: interactions teacher-researcher-students and interactions researcher-students. After that, we asked children to judge the transgressions according to the following points: intention of the act, guilt of the transgressor, need to give a compensation to the victim and the way the transgressor and the victim felt about the transgression. We analyse our data in accordance with the theoretical and methodological perspective of CDA by Fairclough (2001) considering discourse in its three dimensions: textual dimension, discourse practice dimension and social practice dimension. We have also based our research in the study carried out by Faria(2004) about children s argumentative discourse, in the studies about morality carried out by Piaget (1994), Kolhberg (1989), Roazzi; Dias: Silva (2000) e Souto, C.; Souto, S. (1981) and in the findings of the sociology of childhood (CORSARO, 2005). Finally, we have formulated a proposal for a pedagogical approach suggesting activities to deal with the children s moral discursivity in the school