REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLE
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Travessias (Cascavel. Online) |
Texto Completo: | https://e-revista.unioeste.br/index.php/travessias/article/view/2776 |
Resumo: | The present article reflects young the moral attitude of front to the virtualenvironment. The reflection on our object of study imposes to define them who is thisyoung influenced for the virtual, present world in the pertaining to school banks, andalso demands that if it evaluates which the responsibility of the school in the formationof the technological being. As referencial theoretician we use Morin, for the definitionof the social being and Piaget, for the concepts of autonomy and heteronomia. Based inthese theories we initiate the field research observing one hundred young while theywere in two locus virtual: in the games and the InterNet. The choice for these locus wasgiven therefore has a bigger frequency of the virtual young in the same ones. As resultof our research we can perceive that during the computer games the young does notinteract, but has only one reactivity, therefore the determined relation action-reaction orsame adequacy has a limitation inputs that they necessarily generate always and outputs.It does not have an exchange situation that allows acting criticamente, making possiblea bidirecionalidade in the communication process, thus inexisting the interatividade,base for the desirable moral development: the autonomous worker. In relation to locusInterNet, that theoretically makes possible an interaction, therefore he has a reciprocalrelationship, what he exists, in he practises, it is the anonymity, blocking suchpossibility. Still in relation the InterNet one another negative aspect to point out is that itdoes not have conditions so that the procedures of construction of the moral autonomyif carry through, because the activities, the reactions already are foreseen in theprogramming. |
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REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLEEDUCAÇÃO MORAL REAL PARA UMA JUVENTUDE VIRTUALMoralJovemComputadorInternetEducação.The present article reflects young the moral attitude of front to the virtualenvironment. The reflection on our object of study imposes to define them who is thisyoung influenced for the virtual, present world in the pertaining to school banks, andalso demands that if it evaluates which the responsibility of the school in the formationof the technological being. As referencial theoretician we use Morin, for the definitionof the social being and Piaget, for the concepts of autonomy and heteronomia. Based inthese theories we initiate the field research observing one hundred young while theywere in two locus virtual: in the games and the InterNet. The choice for these locus wasgiven therefore has a bigger frequency of the virtual young in the same ones. As resultof our research we can perceive that during the computer games the young does notinteract, but has only one reactivity, therefore the determined relation action-reaction orsame adequacy has a limitation inputs that they necessarily generate always and outputs.It does not have an exchange situation that allows acting criticamente, making possiblea bidirecionalidade in the communication process, thus inexisting the interatividade,base for the desirable moral development: the autonomous worker. In relation to locusInterNet, that theoretically makes possible an interaction, therefore he has a reciprocalrelationship, what he exists, in he practises, it is the anonymity, blocking suchpossibility. Still in relation the InterNet one another negative aspect to point out is that itdoes not have conditions so that the procedures of construction of the moral autonomyif carry through, because the activities, the reactions already are foreseen in theprogramming.O presente artigo reflete a atitude moral de jovens frente ao ambiente virtual.A reflexão sobre nosso objeto de estudo impõe-nos definir quem é este joveminfluenciado pelo mundo virtual, presente nos bancos escolares, e exige também que seavalie qual a responsabilidade da escola na formação do ser tecnológico. Como referencialteórico utilizamos Morin, para a definição do ser social e Piaget, para os conceitos deautonomia e heteronomia. Baseados nestas teorias iniciamos a pesquisa de campoobservando cem jovens enquanto estavam em dois locus virtuais: nos jogos e na internet. Aescolha por estes locus deu-se pois há uma maior freqüência do jovem virtual nos mesmos.Como resultado de nossa pesquisa podemos perceber que durante os jogos de computadoros jovens não interagem, mas tem apenas uma reatividade, pois há uma limitação a relaçãoação-reação ou a adequação a inputs determinados que geram sempre e necessariamente osmesmos outputs. Não há uma situação de troca que permite o agir criticamente,possibilitando uma bidirecionalidade no processo de comunicação, inexistindo assim ainteratividade, base para o desenvolvimento moral desejável: o autônomo. Em relação aolocus internet, que teoricamente possibilita uma interação, pois há um relacionamentorecíproco, o que existe, na pratica, é o anonimato, bloqueando tal possibilidade. Ainda emrelação a internet um outro aspecto negativo a salientar é que não há condições para que osprocedimentos de construção da autonomia moral se realizem, porque as atividades, asreações já estão previstas na programação.Unioeste2007-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://e-revista.unioeste.br/index.php/travessias/article/view/2776Travessias; Vol. 1 No. 1 (2007)Travessias; Vol. 1 Núm. 1 (2007)Travessias; v. 1 n. 1 (2007)1982-5935reponame:Travessias (Cascavel. Online)instname:Universidade Estadual do Oeste do Paraná (Unioeste)instacron:Unioesteporhttps://e-revista.unioeste.br/index.php/travessias/article/view/2776/2175Copyright (c) 2007 Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob CC-BY-NC-SA 4.0 que permite o compartilhamento do trabalho com indicação da autoria e publicação inicial nesta revistainfo:eu-repo/semantics/openAccessChristino Gitahy, Raquel Rosan2021-05-25T09:16:46Zoai:ojs.e-revista.unioeste.br:article/2776Revistahttps://e-revista.unioeste.br/index.php/travessiasPUBhttps://e-revista.unioeste.br/index.php/travessias/oairevista.travessias@unioeste.br1982-59351982-5935opendoar:2021-05-25T09:16:46Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste)false |
dc.title.none.fl_str_mv |
REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLE EDUCAÇÃO MORAL REAL PARA UMA JUVENTUDE VIRTUAL |
title |
REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLE |
spellingShingle |
REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLE Christino Gitahy, Raquel Rosan Moral Jovem Computador Internet Educação. |
title_short |
REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLE |
title_full |
REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLE |
title_fullStr |
REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLE |
title_full_unstemmed |
REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLE |
title_sort |
REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLE |
author |
Christino Gitahy, Raquel Rosan |
author_facet |
Christino Gitahy, Raquel Rosan |
author_role |
author |
dc.contributor.author.fl_str_mv |
Christino Gitahy, Raquel Rosan |
dc.subject.por.fl_str_mv |
Moral Jovem Computador Internet Educação. |
topic |
Moral Jovem Computador Internet Educação. |
description |
The present article reflects young the moral attitude of front to the virtualenvironment. The reflection on our object of study imposes to define them who is thisyoung influenced for the virtual, present world in the pertaining to school banks, andalso demands that if it evaluates which the responsibility of the school in the formationof the technological being. As referencial theoretician we use Morin, for the definitionof the social being and Piaget, for the concepts of autonomy and heteronomia. Based inthese theories we initiate the field research observing one hundred young while theywere in two locus virtual: in the games and the InterNet. The choice for these locus wasgiven therefore has a bigger frequency of the virtual young in the same ones. As resultof our research we can perceive that during the computer games the young does notinteract, but has only one reactivity, therefore the determined relation action-reaction orsame adequacy has a limitation inputs that they necessarily generate always and outputs.It does not have an exchange situation that allows acting criticamente, making possiblea bidirecionalidade in the communication process, thus inexisting the interatividade,base for the desirable moral development: the autonomous worker. In relation to locusInterNet, that theoretically makes possible an interaction, therefore he has a reciprocalrelationship, what he exists, in he practises, it is the anonymity, blocking suchpossibility. Still in relation the InterNet one another negative aspect to point out is that itdoes not have conditions so that the procedures of construction of the moral autonomyif carry through, because the activities, the reactions already are foreseen in theprogramming. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-12-11 |
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://e-revista.unioeste.br/index.php/travessias/article/view/2776 |
url |
https://e-revista.unioeste.br/index.php/travessias/article/view/2776 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://e-revista.unioeste.br/index.php/travessias/article/view/2776/2175 |
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 |
Unioeste |
publisher.none.fl_str_mv |
Unioeste |
dc.source.none.fl_str_mv |
Travessias; Vol. 1 No. 1 (2007) Travessias; Vol. 1 Núm. 1 (2007) Travessias; v. 1 n. 1 (2007) 1982-5935 reponame:Travessias (Cascavel. Online) instname:Universidade Estadual do Oeste do Paraná (Unioeste) instacron:Unioeste |
instname_str |
Universidade Estadual do Oeste do Paraná (Unioeste) |
instacron_str |
Unioeste |
institution |
Unioeste |
reponame_str |
Travessias (Cascavel. Online) |
collection |
Travessias (Cascavel. Online) |
repository.name.fl_str_mv |
Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste) |
repository.mail.fl_str_mv |
revista.travessias@unioeste.br |
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