La formación de personalidades éticas: representaciones de sí y moral

The article presents the studies of a current investigation among 75 adolescents from 12 to 15 years old, students of private schools of Campinas city, that have as main objective to notice a possible correspondence among the moral judgements and the representation that individuals have about themselves. From the feeling of admiration the studies bring out the representations of these individuals and answer a questioning if they would have an ethics character or not and if these would correspond to their moral judgements. The results point out to a correspondence among those whose representations of themselves are characterized by more evolved ethics contents and judgements as for sensitivity to the feelings of the characters involved in the situations described. Such studies validate the intention of this article to discuss the correspondences between ethics (how the individual sees himself/herself) and moral (how he/she judges the moral of the situations).

Bullying: dimensões psicológicas no desenvolvimento moral

Understanding and assessing the extent of psychological mechanisms that operate in actions of specific violence acts such as bullying can contribute to the discussion of educational interventions that promote moral education as desired by educational institutions. The current research aimed toD correlateD this form of violence called bullying to representations of the self and even to the ways in which the subjects self-regulate themselves in hypothetical situations which pose the problem, thus identifying their moral commitments or non-commitments. The procedures followed to check the presence of these correlationsDindicate that subjects whose self-representations are individualistic are less morally committed and more likely to be perpetrators in bullying situations. This shows that more than a social problem, the issues of coexistence should be treated from a moral perspective.

O perdão como componente moral em crianças do primeiro ano do ensino fundamental

Forgiveness may be considered a moral component to be developed along with the development of moral autonomy of individuals. This study aims to verify how 10 (ten) children from the first year of elementary school conceive the pardon and its possible relationship with their moral autonomy development. As theoretical research we have taken Piaget´s studies on human´s morality (1930; 1932) and Rique (2007, 2008, 2011) and Enright (1991, 1998) studies about forgiveness. This study was based on a qualitative research and the adopted method was the Piaget's Experimental Clinical Method. The results have shown that children perform moral reasoning when facing situations which involve the decision of forgiving someone and tend to comprehend forgiveness as forgiving someone for some performed act. We conclude by emphasizing the importance of the teacher’s mediation and intervention in moral discussions involving forgiveness, for the construction of the learners ´moral autonomy.

Revista de Educação (1921-1923): moral e civilidade republicanas na formação docente

In this paper, are analyzed the content of morality and civility disclosed in five articles published in the Revista de Educação, educational periodic published by the School for Teaching Training of Piracicaba, between 1921 and 1923, and that had Lourenço Filho as editor. For the analysis, it was used aspects of the theory of civilization processes, based on the emotional control idea, proposed by the German sociologist Norbert Elias, in the first decades of the twentieth century. Through historical approach, it was founded in these articles the principles of civility and of morality that should be taught through the school to the teaching training students so they could teach it to their students, future citizens of Republic. From the analysis of the articles of this journal it was possible to observe the "drawing" of citizen who was disclosed and, consequently, the spread - through the school – of values related to social behavior that matched to the standards of civilized individuals to the Brazilian Republic.

O dever moral e o valor das ações humanas segundo Kant

The study aims at approaching the duty concept (Sollen) within Kant´s moral philosophy. Taking into account the notion of moral duty as one of the central concepts in (and to) Kant's practical thought, and in an attempt to offer an elucidation of Kant’s quest (and development) by the supreme principle of moral – the fundaments of the moral value´s detaining action, we will investigate: i) what characterizes one action for duty, in Kant’s moral thought and, ii) why exactly, according to Kant, just the action, precisely for duty, is the only action with the genuine value, namely, the moral value.

Novas faces da violência escolar: possíveis diálogos entre moral e violência

A violência, fenômeno multifacetado e socialmente recorrente, há muito invadiu os muros das escolas. Diversos são os relatos sobre manifestações de violência na escola que vão desde a violência simbólica, verbal até a física. Sendo assim, este trabalho tem como objetivo compreender as atuais concepções sobre a violência e articular estas com as teorias do desenvolvimento da moralidade humana, com o intuito de estudar as formas de como essa violência, segundo a teoria do desenvolvimento moral, aparece nas escolas na contemporaneidade. Concluímos que as teorias do desenvolvimento moral, tanto na sua parte teórica quanto metodológica, andam se tornando fundamentais na busca de diálogos que promovam mais amadurecimento de conceitos como: a dignidade, a justiça, a bondade, a solidariedade e ao respeito a outros seres humanos, com o intuito de promover uma educação pacificadora e, desta forma, anular significativamente a violência e a sua banalização, principalmente nas escolas.

Impact of inter-judge agreement on perceptual judgment of nasality

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de ciências e educação moral: uma interface de implicações mútuas

Nas teorias sociomorais que perpassam Piaget, Kohlberg e Habermas, encontramos subsídios para o ensino de Ciências que se estabelece na perspectiva da construção crítica do conhecimento e da desmistificação da visão de ciência, assim como, de forma correspondente, também encontramos nos pressupostos do ensino crítico e desmistificado de Ciências um conjunto de subsídios que potencializa o desenvolvimento moral e a dimensão ética discursiva. Neste artigo, compartilhamos com o leitor alguns de nossos argumentos em prol da existência dessa ainda subestimada interface de implicações mútuas entre Ensino de Ciências e Educação Moral, com a presença de relevantes subsídios teórico-práticos que uma área pode dar à outra. A expectativa é que as discussões apresentadas contribuam para a reflexão do trabalho docente, numa perspectiva de educação científica e moral baseada no processo de construção da autonomia do aluno.

Liderança e assédio moral: a administração perversa do sentido do trabalho

Harassment at work is not a recent phenomenon. However, have been widened-discussions on the question, its causes and factors organizational intimately linked to it. This article brings to light the concept of harassment moral the scope of work and makes reflections on the management models and leadership, and how to trigger this process, at the same time, it questions the alternatives to minimize the impact of this problem through a conscious and participative management, by creating and of spaces and educational policies, valuing if the worker and building an environment ethic of work. In addition, propose alternatives of prevention of harassment, by means of leadership with the contribution of psychologist organizational and work.

Visual estimation of apertures for wheelchair locomotion in novices: perceptual judgment and motor practice

The aim of the present study was to determine the effects of motor practice on visual judgments of apertures for wheelchair locomotion and the visual control of wheelchair locomotion in wheelchair users who had no prior experience. Sixteen young adults, divided into motor practice and control groups, visually judged varying apertures as passable or impassable under walking, pre-practice, and post-practice conditions. The motor practice group underwent additional motor practice in 10 blocks of five trials each, moving the wheelchair through different apertures. The relative perceptual boundary was determined based on judgment data and kinematic variables that were calculated from videos of the motor practice trials. The participants overestimated the space needed under the walking condition and underestimated it under the wheelchair conditions, independent of group. The accuracy of judgments improved from the pre-practice to post-practice condition in both groups. During motor practice, the participants adaptively modulated wheelchair locomotion, adjusting it to the apertures available. The present findings from a priori visual judgments of space and the continuous judgments that are necessary for wheelchair approach and passage through apertures appear to support the dissociation between processes of perception and action.

Vítimas invisíveis: o pânico moral acerca do tráfico de pessoas para exploração sexual por uma perspectiva de gênero

Pós-graduação em Direito - FCHS

Informação e ação moral

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O papel dos professores na construção da autonomia moral dos alunos: como pensam e o que fazem

Pós-graduação em Psicologia - FCLAS