Moral education in elementary school: judgements of teachers on the virtue of justice
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Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Diálogo |
Texto Completo: | https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/3372 |
Resumo: | We investigate the judgments of moral justice made by elementary school teachers. We conducted interviews, semi structured, with six teachers from a public school in Vitoria, in the state of Espirito Santo. The data were analyzed based on the Piagetian theory and on the systematization proposed by Deval. Most of the examples of injustice mentioned are linked to social injustice, and those of justice, to equality. A great part of the interviewed consider a duty to teach about justice, and they justify their affirmation saying it is a school function. All of the teachers say that the teacher must have an attitude when a student does not respect a rule. Regarding the attitude the teacher should take, they believe the problem should be solved by the direction of the school. Analyzing the data, we found that the participants’ sense of justice has the characteristics of autonomous moral. However, we question if the teachers’ performances favor the development of autonomous individuals. |
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Moral education in elementary school: judgements of teachers on the virtue of justiceEducação em valores morais no ensino fundamental: juízos de professoras sobre a virtude da justiçaEducation in Moral Values; Piagetian Theories; Justice; Elementary Teaching; Teacher’s Conception.Educação em Valores Morais; Teoria Piagetiana; Justiça; Ensino Fundamental; Concepção de Professores.We investigate the judgments of moral justice made by elementary school teachers. We conducted interviews, semi structured, with six teachers from a public school in Vitoria, in the state of Espirito Santo. The data were analyzed based on the Piagetian theory and on the systematization proposed by Deval. Most of the examples of injustice mentioned are linked to social injustice, and those of justice, to equality. A great part of the interviewed consider a duty to teach about justice, and they justify their affirmation saying it is a school function. All of the teachers say that the teacher must have an attitude when a student does not respect a rule. Regarding the attitude the teacher should take, they believe the problem should be solved by the direction of the school. Analyzing the data, we found that the participants’ sense of justice has the characteristics of autonomous moral. However, we question if the teachers’ performances favor the development of autonomous individuals.Investigamos os juízos de professoras de ensino fundamental acerca do valor moral da justiça. Realizamos entrevistas, semiestruturadas, com seis professoras de uma escola municipal de Vitória, ES. Os dados foram analisados com base na teoria piagetiana e na sistematização proposta por Delval. A maioria dos exemplos de injustiça mencionados trata da injustiça social, e os de justiça aborda a igualdade. Grande parte das entrevistadas considera um dever ensinar a justiça, bem como justifica tal afirmação pela função da escola. Todas as docentes ponderam que o professor deve tomar uma atitude quando um aluno não respeita uma regra. Com relação à atitude que o professor deve tomar, obtivemos respostas que abordam um encaminhamento do problema ocorrido. Por meios dos dados, verificamos que a concepção de justiça das participantes possui características da moral autônoma. No entanto, questionamos se as práticas das docentes favorecem o desenvolvimento de indivíduos autônomos.Universidade LaSalle - Unilasalle CanoasFACITEC - Fundo de Apoio à Ciência e Tecnologia do Município de Vitória, FAPES - Fundação de Amparo à Pesquisa e Inovação do Espírito Santo e CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior.Couto, Leandra Lúcia MoraesAlencar, Heloisa Moulin deSalgado, Marcelo Menezes2017-08-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/337210.18316/dialogo.v0i35.3372Diálogo; n. 35 (2017); p. 09-192238-90241519-3640reponame:Revista Diálogoinstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/3372/pdfhttps://revistas.unilasalle.edu.br/index.php/Dialogo/article/downloadSuppFile/3372/623info:eu-repo/semantics/openAccess2017-12-18T16:22:46Zoai:ojs.revistas.unilasalle.edu.br:article/3372Revistahttps://revistas.unilasalle.edu.br/index.php/DialogoONGhttps://revistas.unilasalle.edu.br/index.php/Dialogo/oairevistas@unilasalle.edu.br||dialogo@unilasalle.edu.br2238-90241519-3640opendoar:2017-12-18T16:22:46Revista Diálogo - Universidade La Salle (UNILASALLE)false |
dc.title.none.fl_str_mv |
Moral education in elementary school: judgements of teachers on the virtue of justice Educação em valores morais no ensino fundamental: juízos de professoras sobre a virtude da justiça |
title |
Moral education in elementary school: judgements of teachers on the virtue of justice |
spellingShingle |
Moral education in elementary school: judgements of teachers on the virtue of justice Couto, Leandra Lúcia Moraes Education in Moral Values; Piagetian Theories; Justice; Elementary Teaching; Teacher’s Conception. Educação em Valores Morais; Teoria Piagetiana; Justiça; Ensino Fundamental; Concepção de Professores. |
title_short |
Moral education in elementary school: judgements of teachers on the virtue of justice |
title_full |
Moral education in elementary school: judgements of teachers on the virtue of justice |
title_fullStr |
Moral education in elementary school: judgements of teachers on the virtue of justice |
title_full_unstemmed |
Moral education in elementary school: judgements of teachers on the virtue of justice |
title_sort |
Moral education in elementary school: judgements of teachers on the virtue of justice |
author |
Couto, Leandra Lúcia Moraes |
author_facet |
Couto, Leandra Lúcia Moraes Alencar, Heloisa Moulin de Salgado, Marcelo Menezes |
author_role |
author |
author2 |
Alencar, Heloisa Moulin de Salgado, Marcelo Menezes |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
FACITEC - Fundo de Apoio à Ciência e Tecnologia do Município de Vitória, FAPES - Fundação de Amparo à Pesquisa e Inovação do Espírito Santo e CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. |
dc.contributor.author.fl_str_mv |
Couto, Leandra Lúcia Moraes Alencar, Heloisa Moulin de Salgado, Marcelo Menezes |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Education in Moral Values; Piagetian Theories; Justice; Elementary Teaching; Teacher’s Conception. Educação em Valores Morais; Teoria Piagetiana; Justiça; Ensino Fundamental; Concepção de Professores. |
topic |
Education in Moral Values; Piagetian Theories; Justice; Elementary Teaching; Teacher’s Conception. Educação em Valores Morais; Teoria Piagetiana; Justiça; Ensino Fundamental; Concepção de Professores. |
description |
We investigate the judgments of moral justice made by elementary school teachers. We conducted interviews, semi structured, with six teachers from a public school in Vitoria, in the state of Espirito Santo. The data were analyzed based on the Piagetian theory and on the systematization proposed by Deval. Most of the examples of injustice mentioned are linked to social injustice, and those of justice, to equality. A great part of the interviewed consider a duty to teach about justice, and they justify their affirmation saying it is a school function. All of the teachers say that the teacher must have an attitude when a student does not respect a rule. Regarding the attitude the teacher should take, they believe the problem should be solved by the direction of the school. Analyzing the data, we found that the participants’ sense of justice has the characteristics of autonomous moral. However, we question if the teachers’ performances favor the development of autonomous individuals. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-08-30 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/3372 10.18316/dialogo.v0i35.3372 |
url |
https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/3372 |
identifier_str_mv |
10.18316/dialogo.v0i35.3372 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/3372/pdf https://revistas.unilasalle.edu.br/index.php/Dialogo/article/downloadSuppFile/3372/623 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
dc.source.none.fl_str_mv |
Diálogo; n. 35 (2017); p. 09-19 2238-9024 1519-3640 reponame:Revista Diálogo instname:Universidade La Salle (UNILASALLE) instacron:UNILASALLE |
instname_str |
Universidade La Salle (UNILASALLE) |
instacron_str |
UNILASALLE |
institution |
UNILASALLE |
reponame_str |
Revista Diálogo |
collection |
Revista Diálogo |
repository.name.fl_str_mv |
Revista Diálogo - Universidade La Salle (UNILASALLE) |
repository.mail.fl_str_mv |
revistas@unilasalle.edu.br||dialogo@unilasalle.edu.br |
_version_ |
1788165932824133632 |