Desenvolvimento do Sentido de Propriedade: dois contextos escolares

• Autor(a) principal: Castanheira, Gabriela Fernandes
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/15320
• topic: Sense of property; Development; School context; Alternative school; Crianças Conduta; Educação Estudo e ensino; Sentido de propriedade; Desenvolvimento; Contexto Escolar; Escola alternativa; Psicologia do desenvolvimento; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL::RELACOES INTERPESSOAIS

From the evolutionary perspective of psychology, which offers a phylogenetic understanding of the behaviors of cooperation and sharing as critical to the adaptive process of the human species, and from the ontogenetic look about moral development, which brings the cultural dimension in which these social behaviors are still now necessary for harmonious life in society, the sense of property stands out as a little studied topic, but very relevant, since it is from the development of the concept of property that children will be introduced in the culture of negotiation and social exchanges. Depending on the environment and the intervention of adults with whom the child is surrounded by, the development of a sense of property will tend more or less to collectivist behaviors. With the goal to observe the school impact over the sense of property development in children from five to eight years old, it was developed a correlational study wich has shown that there are significant statistic differences between the development of the concept of property in children attending schools with traditional methodology and of those attending schools with alternative methodologies. Seventy eight children were approached and divided into two groups. A group of 38 children were from a traditional school and another group of 40 children were from an alternative school. The procedure consisted of four stories that were told to the children, in which the characters related in different ways and eventually competed over the same object. Children judged who they thought the object belonged to, and whom they thought deserved to be with it, and afterwards the children themselves gave the object to the chosen character, with the possibility of giving the object to nobody or to both of the characters. Overall, the children group from the alternative school turned to object sharing between both characters in a larger number of situations in comparison to children from traditional school. This result reveals that the context of the alternative school is more prone to social behaviors of cooperation and sharing since they are part of the children daily routine in this school context. The results confirmed the initial study hypothesis and support in literature were also found. Therefore, it is expected that this study will strengthen the debate on schooling processes with arguments in favor of innovative school contexts and enrich the empirical knowledge about the development of the sense of property.