A forma����o de personalidades ��ticas: representa����es de si e moral

The article presents 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 judgments and the representation that individuals have about themselves. From a questionnaire, the studies bring out the representations of these individuals and answer a questioning if they would have an ethical character or not and if these individuals would correspond to their moral judgments. The results point out to a correspondence among those whose self representations are characterized by more evolved ethical contents and judgments related to sensitivity and to the characters feelings 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 situations moral).

Modelos organizadores do pensamento: uma perspectiva de pesquisa sobre o racioc��nio moral com adolescentes autores de infra����o

This article has the aim to expand the perspective of research in the field of morality. We present a proposal of morality study of outlaw teenagers according to Thinking Organizer Models Theory. Through the idea of complexity we search to understand the cognitive process in the elaboration of moral reasoning inside situations of conflict. With this perspective, we developed a research that aimed to identify which organizer models were applied by 20 outlaw male teenagers who abide by social punishment to solve the hypothetical moral conflicts. Through interviews we told them a situation of moral conflict that involved friendship relation, physical aggression and steal. We could identified several models which were joined in three categories. Such models reflected the diversity and regularity that are present inside the elaborated reasoning to solve the conflicts shown by us. We conclude that the diversity of organizer models identified shows the importance of the contents in the construction of moral reasoning.

O jogo e o desenvolvimento moral nas aulas de educa����o f��sica

Universidade Estadual de Campinas . Faculdade de Educa����o F��sica

Universo moral de jovens internos da Febem

Neste estudo, apresentamos elementos do universo moral de jovens internos da Funda����o do Bem-Estar do Menor do Estado de S��o Paulo. Entrevistamos 14 sujeitos sobre o tema do 'Seguro', uma forma de organiza����o criada pelos pr��prios jovens internos, que est�� baseada em regras precisas cuja desobedi��ncia implica a exclus��o do transgressor. Procuramos verificar as formas de legitima����o da referida organiza����o, e os valores morais que a sustentam. As categorias de an��lise dos dados foram: autonomia/heteronomia, virtudes e personalidade moral. Os dados apontam para o predom��nio de formas heteron��micas de legitima����o das regras, para a valoriza����o de certos tra��os de car��ter (virtudes) como a 'firmeza', a 'virilidade', a 'coragem' e para a franca desvaloriza����o de seus contr��rios (fraqueza, homossexualidade, medo). Os dados tamb��m apontam para a constru����o de uma identidade que inclui valores do chamado 'mundo do crime' e que se op��e claramente ao 'mund��o', que inclui as pessoas que n��o s��o os 'malandros'.

Moral e ��tica: uma leitura psicol��gica

Ap��s um s��culo de reflex��es e investiga����es, como era de se esperar, a Psicologia Moral apresenta sinais de esgotamento de seus referenciais te��ricos cl��ssicos. Consequentemente, novas perspectivas se abrem, entre elas a abordagem te��rica que leva o nome de 'personalidade ��tica', cuja tese ��: para compreendermos os comportamentos morais (deveres) dos indiv��duos, precisamos conhecer a perspectiva ��tica (vida boa) adotadas por eles. Entre os invariantes psicol��gicos de realiza����o de uma 'vida boa', est�� a necessidade de 'expans��o de si pr��prio'. Como tal expans��o implica ter 'representa����es de si' de valor positivo, entre elas poder��o estar aquelas relacionadas �� moral. Se estiverem, o sujeito experimentar�� o sentimento de dever, do contr��rio, a motiva����o para a a����o moral ser�� inexistente ou fraca.

The Ethics and Citizenship Program: a Brazilian experience in moral education

This article describes the Ethics and Citizenship Program, a moral education project developed by the Brazilian government to promote education in ethics and citizenship in Brazilian fundamental and middle schools through four key themes: ethics, democratic coexistence, human rights and social inclusion. Some findings from a research project that investigated whether such a program did in fact promote the ethical and citizenship awareness of participating students are outlined. As an introduction to the paper`s main concerns, the Brazilian socioeconomic context is characterised, followed by a description of the historical background of moral education in Brazil.

Mindreading and moral awareness in popular and rejected preschoolers

This study sought to examine links among young children's peer relations, their moral understanding in terms of the ability to distinguish lies from mistakes, and their theory-of-mind development. Based on sociometric measures, 109 children with a mean age of 4.8 years were divided into groups of popular and rejected preschoolers. Rejected children who had a stable mutual friend scored higher on measures of moral understanding and theory of mind than did rejected children without such friendships. Similarly, popular children who had a stable mutual friendship outperformed other popular children on mindreading, although their moral understanding was no better than that of the popular group who lacked mutual friends. Hierarchical multiple regression analyses revealed that peer popularity was a significant independent predictor of children's moral understanding after any effects of verbal maturity, age and theory-of-mind were statistically controlled. Moreover, having a reciprocal stable friendship made a significant independent contribution to the explanation of individual differences in mindreading, over and above age and verbal maturity, which also contributed significantly. These results are discussed in terms of conversational, cognitive, and emotional processes in the development of social cognition.