Moralidade na adolescência em situação escolar: desenvolvimento e julgamento moral

Abstract

Morality is inherent to human condition because the life in society requires a moral guidance – follow the rules that guide the behavior-a posture in which the actions are based on a reflection, in a decision and a rational judgment. The study of morality and moral development is therefore one of the most important aspects in understanding the process of education and socialization of the human being, with teachers and students as the main subject. Starting from this assumption, the research investigated the conceptions about the morality of middle school teachers and the contribution in the development process and moral judgment of teenage students entered in the school context. The theoretical references of this research were the concept of morality philosophy of Adolfo Sanchez Vazquez and the theory of the development of moral judgment, of Kohlberg. The methodological procedure was qualitative, content analysis and construction of interpretive categories of responses of teachers of their conceptions of morality. The context chosen was a public school in the area north of the city of São Paulo, and the subjects were the high school teachers and students in the 3rd year of high school that catered to the teenage profile inserted in school context. Teachers questionnaire was applied with closed and open questions, about their conceptions about human morality. To assess the level of students ' moral development teenagers used the Brazilian adaptation Sociomoral Reflection Objective Measure (SROM), by j. Gibbs, which consists of two kolberguinianos moral dilemmas followed by questions. For each item are presented the subject six alternative answers, where each corresponds to one of the stages of Kohlberg's theory of moral judgment. From the analysis of the data, it was found that the conception of morality heterônoma of teachers is not distance, qualitatively, moral development, in conventional level of morality, of teenage students. It was observed that, in the design of teachers, that morality is a social and historical construction, external to the individual and to develop students ' morality means educating for the respect for the rules and norms of society. In this sense, there is no understanding that the morality and moral development are cognitive and social constructions of the subjects. The moral judgment of the students is located in conventional level (stages 3 and 4), own adolescence, confirming the theory of Kohlberg's moral development. In closing remarks, comments on the importance of ethics training, morale and morality (initial and continuing) of teachers, since the official documents that serve as parameters for the Brazilian education, the establishment of the ethics as a cross-cutting issue and the teacher as moral educator. It is concluded that and the conception of moral development included in teachers ' understanding appears, however there is a planned and systematic practice in making teaching regarding these aspects, including reflection on pedagogical practice, reflections on important aspects of development and moral judgment, specifically in adolescence, and media implications of mediation in promoting moral development of the students.