Reflexões sobre o dito e o feito nas intervenções pedagógicas no Programa Segundo Tempo

Ao longo desta pesquisa, defendemos que projetos sociais como o Programa Segundo Tempo podem ampliar seus objetivos e ações interventivas para além da inclusão social de pessoas excluídas socialmente do acesso a direitos sociais, considerando esses espaços também como promotores de possibilidades educativas. Dialogamos com diversos autores da área da Educação, da Educação Física e das Ciências Sociais, para fortalecer nossos argumentos. Nesse sentido, nossa proposta de pesquisa orientou-se pelo método de pesquisa ação e pelas estratégias e técnicas de pesquisa que o apoiam, desenvolvendo uma proposta de intervenção e acompanhamento sistemático caracterizado basicamente pela realização de seminários e ciclos de observação da prática pedagógica dos monitores e coordenadores de núcleo do PST no convênio da Prefeitura Municipal de Riacho da Cruz, a fim de contribuir para processos de tomada de consciência e mudanças na prática pedagógica que se apresentassem indesejáveis às orientações teóricas e metodológicas do PST. Para tanto, buscamos analisar os problemas da transição das orientações teóricas e metodológicas do PST e contribuir para essa transição por meio de acompanhamento pedagógico sistemático. Partimos de uma questão de estudo que não se encerra em si mesma, mas que foi constantemente alimentada por novas problemáticas e objetivos emergidos do campo empírico durante a pesquisa: quais são os limites e possibilidades encontrados pelos monitores e coordenadores de núcleo do PST para aplicar as orientações teóricas e metodológicas nos núcleos do programa? Os resultados demonstraram que as principais limitações enfrentadas pelos recursos humanos do convênio da Prefeitura Municipal de Riacho da Cruz para aplicar as orientações do PST são: não formação específica na área de Educação Física ou Esporte; experiências de trabalho com o ensino do esporte anteriores ao trabalho no PST, insuficientes ou inexistentes; fragilidades no processo de capacitação segundo modelo do PST que não possibilitaram mais exemplos de experiências para o ensino do esporte nos núcleos; e fragilidades no formato de acompanhamento pouco assíduo realizado pela Equipe Colaboradora. Sobre as possibilidades para superação desse quadro encontramos, justamente na participação e envolvimento do próprio grupo sujeito em tentar minimizar essas limitações, buscando na proposta de acompanhamento pedagógico por seminários e ciclos de observações das atividades desenvolvidas, uma alternativa importante para a resolução das situaçõesproblemas emergidas nesta pesquisa. Desse modo, o sucesso da proposta desenvolvida nos levou a algumas conclusões, dentre as quais está a de que o sucesso do PST não reside somente na cobrança da especificidade da área ou grau de formação dos monitores e coordenadores de núcleo que lidam com o trabalho pedagógico nos núcleos dos convênios, mas na realização de um acompanhamento mais assíduo das Equipes Colaboradoras aos núcleos, que possibilite maiores momentos de troca de experiências entre as Equipes Colaboradoras do PST e o recursos humanos, inclusive considerando as variantes de contexto, estreitando assim a relação teoria e prática no PST. Por fim, reconhecemos as limitações do nosso estudo, o que abre perspectivas para futuras reformulações, mas esperamos contribuir para a interface estabelecida entre as áreas de Educação Física e Ciências Sociais, ampliando os conhecimentos relativos à prática pedagógica em projetos sociais

Uma arquitetura de software baseada em componentes visualização de informações industriais

Due to the current need of the industry to integrate data of the beginning of production originating from of several sources and of transforming them in useful information for sockets of decisions, a search exists every time larger for systems of visualization of information that come to collaborate with that functionality. On the other hand, a common practice nowadays, due to the high competitiveness of the market, it is the development of industrial systems that possess characteristics of modularity, distribution, flexibility, scalability, adaptation, interoperability, reusability and access through web. Those characteristics provide an extra agility and a larger easiness in adapting to the frequent changes of demand of the market. Based on the arguments exposed above, this work consists of specifying a component-based architecture, with the respective development of a system based on that architecture, for the visualization of industrial data. The system was conceived to be capable to supply on-line information and, optionally, historical information of variables originating from of the beginning of production. In this work it is shown that the component-based architecture developed possesses the necessary requirements for the obtaining of a system robust, reliable and of easy maintenance, being, like this, in agreement with the industrial needs. The use of that architecture allows although components can be added, removed or updated in time of execution, through a manager of components through web, still activating more the adaptation process and updating of the system

As Concepções da mobilidade e acessibilidade urbana aplicadas à implementação do ensino de física: uma interface pedagógica para sedimentação de conhecimentos

Abstract:It boards a study about the methodology applied in the classroom, with emphasis at the Physic teaching, but could be taken to the other matters of high school, mainly to that alumns with school delay and that needs a pedagogics resources to get the aproach of them to the subject showed trying to improve their learnship. The study was developed through the bibliographic research methodology, associated to the induce resource that allows to evaluate the methods of teaching praticed actually at High Schools, as the private as the public, to give to the teachers the resources that should change the dificulties of learning with prejudice the classmates performances. The results reacheds demonstrated that is perfectly possible to augment the physic teaching body, taking in consideration the expansion of the profit at the teaching­learnig procces, besides having allowed to shows that this methodology porpouse could be takes to others subjects of the High School to became this phase of school more suitable to the necessities of society. It concludes that the brazilian Education could receive a lot of augments, from the professional criativity on always that inside the classroom, really close of the problems showed by the classmates about learning collecting

Um estudo sobre o ensino-aprendizagem das demonstrações matemáticas

Demonstrations are fundamental instruments for Mathematics and, as such, are frequently used by mathematicians, math teachers and students. In fact, demonstrations are part of every Mathematics teaching environment, because Mathematics considers something true when it can be demonstrated. This is in contrast to other fields of knowledge that employ observation and experimentation to validate truth. This dissertation presents a study of the teaching and learning of demonstrations in Mathematics, describing a Teaching Module applied in a course on the Theory of Numbers offered by the Mathematics Department of the Universidade Federal do Rio Grande do Norte for mathematics majors. The objective of the dissertation was to propose and test a Teaching Module that can serve as a model for teaching demonstrations. The Teaching Module consisted of the following five steps: the application of a survey to determine the students‟ profiles and their previous knowledge of mathematical language and techniques of demonstration; the analysis of a series of dialogues containing arguments in everyday language; the investigation and analysis of the structure of some important techniques of demonstration; a written assessment; and, finally, an interview to further verify the principal results of the Teaching Module. The analysis of the data obtained though the classroom activities, written assessments and interviews led to the conclusion that there was a significant amount of assimilation of the issue at the level of relational understanding, (SKEMP, 1980). These instruments verified that the students attained considerable improvement in their use of mathematical language and of the techniques of demonstration presented. Thus, the evidence supports the conclusion that the proposed Teaching Module is an effective means for the teaching/learning of mathematical demonstration and, as such, provides a methodological guide which may lay the foundations for a new approach to this important subject

Elaboração de atividades didáticas para o ensino de matemática a partir de livros antigos: o exemplo do leçons élémentaires de Lagrange

De nombreuses études sur l`utilisation pédagogique de l`histoire des mathématiques viennent a identifier les arguments qui sous-tiennent ces actions éducatives comme une façon d`aborder les mathématiques scolaires afin de mener les élèves à un apprentissage réflexif et significatif des mathématiques. Cherchant a vérifier, de manière pratique, comment ces relations entre histoire des mathématiques et l`enseignement des mathématiques peuvent se matérialiser sous la forme d`activités didactiques, nous avons effectué un sondage sur les oeuvres du mathématicien Joseph Louis Lagrange (1736-1813) et identifié le potentiel d`exploration éducatif, de l`oeuvre Leçons élémentaires sur les mathématiques données a l`École Normale en 1795, de cet mathématicien. L`objectif principal de notre étude était de faire des recherches sur le potentiel d`une oeuvre antique dédié à l`enseignement des mathématiques et de la considérer comme support conceptuel et didactique pour la création d`un modèle d`activités didactiques pour l`enseignement des mathématiques, dans la formation des enseignants de mathématiques et aussi en ce qui concerne l`apprentissage des mathématiques des élèves de l`école primaire. Nous avons fait une lecture, la traduction et l`ajout de notes et commentaires sur le travail et une recherche bibliographique sur la relation entre l`histoire des mathématiques et l`enseignement des mathématiques, de façon a comprendre les aspects conceptuels et didactiques pour l`élaboration d`um module activités didactiques pour l`enseignement des mathématiques basée sur certains chapitres du livre de Lagrange. À cette fin, l`oeuvre a été utilisé comme source primaire et a été étudié sous un fondement théorique appuyer sur les travaux des Institut de recherche sur l`enseignement des mathématiques IREM. Dans le module élaboré, les activités apportent les contenus dans une suite integrée à une logique de classe, à partir de la lecture directe des découpages du texte original, disposés entre les questions et les situations-problémes , historiquement mis en contexte avec la période et associés à des contenus spécifiques. Comme il s`agit d`une recherche basée sur l`exploitation de livres anciens, nous croyons que des modules d`activités basées sur des source primaires peuvent être utilisées comme un matériel pédagogique pour la formation des enseignants de mathématiques ainsi que pour les dernières années de l`école élémentaire, reformulées ou accrues d`autres questions telles l`intérêt de chaque enseignant qui l`utilise

A modalização como estratégia argumentativa em textos de vestibulandos

In this work, the argumentative strategies construction in university entrance examinations texts is analyzed. The study intended to present, through the analyzed occurrences in the corpus, the discursive strategies use for the argumentation construction, observing the different lexicalization forms and the effects that these strategies produced for the intended meaning construction. Aiming to analyze the modalization via texts written by candidates for the UFRN entrance examination, the relations between this category and the resources used for the argumentative guidance of the text were highlighted. Conceived as a speaker argumentative strategy to express his/her relationship with the proposition content which enunciates, the modalization is, thus, one of the linguistic expression form used for the attainment of intended meaning effects in the argumentation construction. In order to substantiate the research, the theoretical assumptions adopted were the propositions which deal with this linguistic category, guiding it to a pragmatic-semantic perspective as well as a discursive-semantic one. Hence, Neves ( 1996, 2006), Koch ( 2000, 2002), Cervoni ( 1989), Bronkart (1999) and Castilho; Morais de Castilho (1996) studies, among others founded this work. Afterwards, a contextualized analysis of the modalized statements, taking into account all the set of elements implied on the argumentation construction, was carried out. The research, which had a strict qualitative character, revealed that the candidates make use of modalization to express commitment or dissociation as regards the statement which they produce; to obtain credibility and provide more authority to their arguments, thus avoiding them of being contested; to impose their arguments as real ones and acquire acceptance of the interlocutor; to lessen the proposition content and disguise the knowledge source; to comment the enunciation and attribute the discourse to another sender; to establish a dialogic relation with the interlocutor. In addition to offering support for new investigations, the research also aims to contribute for the mother tongue teaching, emphasizing the need of a focus which provides special attention to the written language functioning and its application diversity. In this work, the argumentative strategies construction in university entrance examinations texts is analyzed. The study intended to present, through the analyzed occurrences in the corpus, the discursive strategies use for the argumentation construction, observing the different lexicalization forms and the effects that these strategies produced for the intended meaning construction. Aiming to analyze the modalization via texts written by candidates for the UFRN entrance examination, the relations between this category and the resources used for the argumentative guidance of the text were highlighted. Conceived as a speaker argumentative strategy to express his/her relationship with the proposition content which enunciates, the modalization is, thus, one of the linguistic expression form used for the attainment of intended meaning effects in the argumentation construction. In order to substantiate the research, the theoretical assumptions adopted were the propositions which deal with this linguistic category, guiding it to a pragmatic-semantic perspective as well as a discursive-semantic one. Hence, Neves ( 1996, 2006), Koch ( 2000, 2002), Cervoni ( 1989), Bronkart (1999) and Castilho; Morais de Castilho (1996) studies, among others founded this work. Afterwards, a contextualized analysis of the modalized statements, taking into account all the set of elements implied on the argumentation construction, was carried out. The research, which had a strict qualitative character, revealed that the candidates make use of modalization to express commitment or dissociation as regards the statement which they produce; to obtain credibility and provide more authority to their arguments, thus avoiding them of being contested; to impose their arguments as real ones and acquire acceptance of the interlocutor; to lessen the proposition content and disguise the knowledge source; to comment the enunciation and attribute the discourse to another sender; to establish a dialogic relation with the interlocutor. In addition to offering support for new investigations, the research also aims to contribute for the mother tongue teaching, emphasizing the need of a focus which provides special attention to the written language functioning and its application diversity

A relação gramatical objeto direto : implicações para o ensino de língua materna

This paper attempts to investigate the discourse manifestations of the grammatical relation direct object with respect to the syntactic, semantic and pragmatic properties that underlie this element. The research adopts theoretical orientation of the functionalism from North American and Brazilian schools inspired in Givón (1995, 2001), Hopper and Thompson (1980), Chafe (1979), Furtado da Cunha, Oliveira, Martelotta (2003) inter alia. From functionalism, the research uses principles of iconicity, markedness and informativity and it analize categories of transitivity, grounding and animacy. This research is anchored in prototype model (TAYLOR 1995); construction grammar model (GOLDBERG 1996, 2002). Both theoretical orientations share the view that language is a malleable living organism subject to socio-cultural context. Grammar is then the result of created, maintained, and systematized linguistic patterns developed from and used for language use. According to a functional linguistics and cognitivist linguistics verbs are stored in the speakers lexicon in syntactic-semantic frames which are more frequent. These frames carry information concerning obligatory and optional arguments and the semantic roles these arguments take in the clause. The analysis focuses on the semantic type of the verbs and its relationship with the argument encoded as a direct object observing the aspectual nature of verbs. Direct objects are classified according to their morphology (lexical or pronominal noun phrase), semantic role, informational content and animacy. This study discusses pedagogical implications with relation to how the grammatical concepts touched on this paper are treated in school textbooks. The empirical data come from Corpus Discurso & Gramática: a língua falada e escrita na cidade do Natal (FURTADO DA CUNHA, 1998). This corpus is composed of texts that contain spoken and written modalities. These modalities are in turn organized according to different types: personal narratives, retold narrative, description of preferred place, procedural place, procedural description and report on argumentation. The sample data totals 40 texts produced by four language consultants of the last graduation date. The paper shows that the same syntactic structures (formed through Subject-Verb-Object) correspond to different semantic-pragmatic structures in relation to specific communicative purposes even verb is an event, process or state. The argument structure are not aleatory but are related to experience; that is the way humans conceptualize the world and talk about it

Representações de professores de língua inglesa de Natal-RN: um estudo sistêmico-funcional

Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional, for different reasons; however, the low professional appreciation was a recurrent aspect among the studied narratives. When asked about where they work, the private school teachers seemed to be more satisfied with the teaching-learning process than the ones from the public schools. We believe that the data analyzed in this study is important to show how some English teachers from Natal-RN see their profession. The results might be used in continuing education courses as food-for-thought in group discussions, as it is extremely important to emphasize and stimulate this practice

O latim, uma língua morta?: uma metáfora em análise: o olhar da lingüística aplicada e suas implicações para o ensino

The focus of this research is the teaching of the Latin language. Due to the fact that its teaching has been facing a growing crisis in the last four decades, which currently persists, we ponder about external and internal causes of its decline, aiming at pointing out an alternative that enable us to find a way out of this situation. So, our research questions mainly concern how the teaching of Latin is viewed amongst the academic society, also investigating if it has kept up with the development of the scientific reflection about human language and the new approaches on language teaching. Furthermore, we analyse the contribution that the study of Latin can provide to the academic formation of language teachers and try to identify the areas of knowledge that can contribute to a reshaping of its teaching. Based on these guidelines, we have established as the goals of this research: 1) to reflect about the current situation of the teaching of Latin and the causes of its decline; 2) to determine its social representation among teachers and students of the Language Courses, as a way of defining the role it fulfills in the academic formation of teachers; 3) to accomplish an exploratory study of some handbooks that show alternative proposals on how to teach Latin, in order to detect their adequacy to current times and to the goals of the academic study of languages; 4) to offer an alternative proposal on how to teach Latin that takes into account the principles of Applied Linguistics, considering the socio-historical and cultural aspects of the language, enabling it to meet the requirements set by modern times. This research is divided into two parts. The first part presents the theoretical framework. We map the studies about Latin teaching inside and outside Brazil and argue against the concept of Latin being a dead language, presenting arguments set on changing this view. Then we describe and comment the notions of literacy, genre and culture, which helped us understand the reasons for the decline of the teaching of Latin and to point out suitable ways to overcome the crisis. The second part is dedicated to reflecting on the literacy practices in Latin teaching. We began by examining the answers to the questionnaires given to students and teachers about the view of Latin in the Language Courses; then we reflect on the teaching-learning of Latin as an academic literacy practice followed by an analysis of the didactic material used in teaching Latin. Finally, we suggest an approach of the familiar letter genre in ancient Rome as a means of teaching Latin in a contextualized way

A argumentação como elemento discursivo na mídia digital: um estudo sobre o blog fatos e dados

This thesis studies the use of argumentation as a discursive element in digital media, particularly blogs. We analyzed the Blog "Fatos e Dados" [Facts and Data], created by Petrobras in the context of allegations of corruption that culminated in the installation of a Parliamentary Commission of Inquiry to investigate the company within the Congress. We intend to understand the influence that the discursive elements triggered by argumentation exercise in blogs and about themes scheduling. To this end, we work with notions of argumentation in dialogue with questions of language and discourse from the work of Charaudeau (2006), Citelli (2007), Perelman & Olbrechts-Tyteca (2005), Foucault (2007, 2008a), Bakhtin (2006) and Breton (2003). We also observe our subject from the perspective of social representations, where we seek to clarify concepts such as public image and the use of representations as argumentative elements, considering the work of Moscovici (2007). We also consider reflections about hypertext and the context of cyberculture, with authors such as Levy (1993, 1999, 2003), Castells (2003) and Chartier (1999 and 2002), and issues of discourse analysis, especially in Orlandi (1988, 1989, 1996 and 2001), as well as Foucault (2008b). We analyzed 118 posts published in the first 30 days of existence of the blog "Fatos e Dados" (between 2 June and 1 July 2009), and analyzed in detail the top ten. A corporate blog aims to defend the points of view and public image of the organization, and, therefore, uses elements of social representations to build their arguments. It goes beyond the blog, as the main news criteria, including the posts we reviewed, the credibility of Petrobras as the source of information. In the posts analyzed, the news values of innovation and relevance also arise. The controversy between the Blog and the press resulted from an inadequacy and lack of preparation of media to deal with a corporate blog that was able to explore the characteristics of liberation of the emission pole in cyberculture. The Blog is a discursive manifestation in a concrete historical situation, whose understanding and attribution of meaning takes place from the social relations between subjects that, most of the time, place themselves in discursive and ideological dispute between each other - this dispute also affects the movements of reading and reading production. We conclude that intersubjective relationships that occur in blogs change, in the form of argumentative techniques used, the notions of news criteria, interfering with scheduling of news and organization of information in digital media outlets. It is also clear the influence that the discursive elements triggered by argumentation exercise in digital media, trying to resize and reframe frames of reality conveyed by it in relation to the subject-readers. Blogs have become part of the scenario information with the emergence of the Internet and are able to interfere in a more effective way to organize the scheduling of media from the conscious utilization of argumentative elements in their posts

Lógos e noûs no Fedro de Platão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Agostinho e o ceticismo: um estudo da crítica agostiniana ao ceticismo em Contra Acadêmicos

The assent of the Truth: here's a formula that seems to have puzzled philosophers since antiquity. The possibility of apprehending truth was defended by some philosophers who have been called dogmatic, due to their haste to judge appearances as representations of reality, and refuted by those who chose to continue questioning rather than engage with his predicament. These thinkers were called skeptics. Among those who defended the consent of the truth, is highlighted by St. Augustine in this research, which aims to combat the widespread skepticism in the ancient doctrine of the Academy of Plato in his work Against Academicos. Thus, to conduct this research we ask: What are the main arguments made by St. Augustine against the scholarly skepticism? In order to address the problem identified, we propose to investigate the critical skepticism of St. Augustine, identifying and analyzing the main rebuttals he built. For this purpose, we conducted a survey of aspects of both the skepticism about the life and thought of St. Augustine about this doctrine

Evolução do reparo por excisão de nucleotídeo

The phylogeny is one of the main activities of the modern taxonomists and a way to reconstruct the history of the life through comparative analysis of these sequences stored in their genomes aimed find any justification for the origin or evolution of them. Among the sequences with a high level of conservation are the genes of repair because it is important for the conservation and maintenance of genetic stability. Hence, variations in repair genes, as the genes of the nucleotide excision repair (NER), may indicate a possible gene transfer between species. This study aimed to examine the evolutionary history of the components of the NER. For this, sequences of UVRA, UVRB, UVRC and XPB were obtained from GenBank by Blast-p, considering 10-15 as cutoff to create a database. Phylogenetic studies were done using algorithms in PAUP programs, BAYES and PHYLIP package. Phylogenetic trees were build with protein sequences and with sequences of 16S ribosomal RNA for comparative analysis by the methods of parsimony, likelihood and Bayesian. The XPB tree shows that archaeal´s XPB helicases are similar to eukaryotic helicases. According to this data, we infer that the eukaryote nucleotide excision repair system had appeared in Archaea. At UVRA, UVRB and UVRC trees was found a monophyletic group formed by three species of epsilonproteobacterias class, three species of mollicutes class and archaeabacterias of Methanobacteria and Methanococci classes. This information is supported by a tree obtained with the proteins, UVRA, UVRB and UVRC concatenated. Thus, although there are arguments in the literature defending the horizontal transfer of the system uvrABC of bacteria to archaeabacterias, the analysis made in this study suggests that occurred a vertical transfer, from archaeabacteria, of both the NER genes: uvrABC and XPs. According the parsimony, this is the best way because of the occurrence of monophyletic groups, the time of divergence of classes and number of archaeabacterias species with uvrABC system

Avaliação comportamental e neuroquímica de ratos em dessincronização forçada: possíveis implicações para um modelo animal de oscilações no humor

Bipolar disorder has been growing in several countries. It is a disease with high mortality and has been responsible by the social isolation of the patients. Bipolar patients have alterations in circadian timing system, showing a phase shift in various physiological variables. There are several arguments demonstrating alterations in circadian rhythms may be part of the bipolar disorder pathophysiology. Given the necessity for further elucidation, the goal of this study was to validate the forced desynchronization protocol as an animal model for bipolar disorder. To do this, Wistar rats were submitted to a forced desynchronization protocol which consists in a symmetrical light dark cycle with 22h. Under this protocol, rats dissociate the locomotor activity rhythm into two components: one synchronized to the light / dark cycle with 22h, and another component with period longer than 24 hours following the animal endogenous period. These rhythms with different periods sometimes there is coincidence, which we named CAP (Coincidence Active Phase) and the opposite phase, non-coincidence, called NCAP (Non-Concidence Active Phase). The hypothesis is that in CAP animals present a mania-like behavior and animals in NCAP depressive-like behavior. We found some evidence described in detail throughout this thesis. In sum, the animals under forced desynchronization protocol were more stressed, showed an increase in stereotypic behaviors such as grooming and reduction in other behaviors such as risk assessment and vertical exploration when compared to the control group. The CAP animals showed increased locomotor activity, especially during the dark phase when compared to controls (rats under T24) and less depressive behavior in the forced swim test. The animals in NCAP showed a higher anxiety in elevated plus maze, but they don t have ahnedonia. The animals under dissociation have more labeled 5HT1A cells at the amygdala area, which appoint that they have more amygdala inhibition. Taking these data together, we could partially validated the forced desynchronization protocol as an animal model for mood oscillations

Processo argumentativo na (re)significação de concepções ético/morais

This study analysed the relationship between the production of argumentative discourses and the development and (re)signification of ethical/moral concepts, conceptions and reasoning. It focused on ethical-argumentative reasoning concerning other people and their different points of view. The specific aims of this research were: (1) to investigate the considering alternative positions on adolescents previous views on a specific topic; (2) to verify whether the ability to generate counterarguments was associated with higher levels of moral reasoning, according to Kohlberg theory, and (3) to have a better comprehension of a possible relationship between adolescents abilities to use cognitive and verbal-argumentative strategies and the (re) signification of concepts/beliefs of an ethical/moral nature, and also the solution of conflicts of the same nature. The participants in this study were seventh grade students of private and public schools. Four empirical tasks were used in order to evaluate argumentative and moral reasoning. These tasks focused on: the evaluation of moral dilemmas (DIT); the evaluation of moral dilemmas with the presentation of a written justification for subjects responses; the production of arguments and the reaction to counterarguments. There was also a group-debate situation in which both argumentation and the discussion ethical/moral issues were observed. The moral dilemmas tasks aimed to evaluate the level of moral reasoning of the participants. The argumentation tasks investigated whether the adolescents generated and justified a point of view and how they dealt with counterarguments or alternative information which could lead the participants to modify their initial positions on the topic under discussion in a monological situation as well as in a group-debate setting. The results showed that, in a monological situation, most of the adolescents produced only a partial developed argumentative discourse, whereas in a more social-verbal interaction situation their discourse appeared to be more elaborated. As a general result, it was observed that the confrontation with the other s views, or dealing with counterarguments allow the adolescents to re-evaluate and re-elaborate their own views on a debatable topic. Regarding the relationship between counterargumentation and moral reasoning, it was verified that there was a subtle tendency associating the two processes. However, other factors, such as, social, emotional and cultural aspects might also influence the development of moral reasoning