Moral education in elementary school: judgements of teachers on the virtue of justice

Detalhes bibliográficos
Autor(a) principal: Couto, Leandra Lúcia Moraes
Data de Publicação: 2017
Outros Autores: Alencar, Heloisa Moulin de, Salgado, Marcelo Menezes
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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spelling 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
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