Implicações dos níveis de desenvolvimento moral de Kohlberg na educação superior: um estudo de caso

• Ano de defesa: 2009
• Autor(a) principal: Bordignon, Nelson Antonio
• Orientador(a): Mouriño Mosquera, Juan José
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; ENSINO SUPERIOR; EDUCAÇÃO - ASPECTOS FILOSÓFICOS; EDUCAÇÃO MORAL; ÉTICA; KOHLBERG, LAWRENCE - CRÍTICA E INTERPRETAÇÃO; PROFESSORES - FORMAÇÃO PROFISSIONAL
• Link de acesso: http://hdl.handle.net/10923/2897

This thesis in education aims to identify, in a Case Study, moral development level and stage of a group of Graduation professors. The base reference theory for the search is the Moral Development theory of Lawrence Kohlberg (1927-1987). The empirics investigation is performed in a Centro Universitário La Salle – Unilasalle – Canoas, Rio Grande do Sul State/Brasil. The aim subjects are Graduation professors in age between 33-65 years old, with teaching experience between 6-30 years in teaching, searching, extension and university administration areas, working in 17 graduation courses in the 28 which are offered by the institution. The methodology is the discussion of moral dilemmas of Kohlberg, using three of them: Heinz’s Dilemma, Joe’s Dilemma and Dr. Jeferson’s Dilemma (APENDICIS E). Each dilemma contains a succession of situations which the searched subjects answered, presenting their justification for each of them. A semi-structured interview with each one of the professors completed the evaluation of moral dilemma. The assay of collected data was done using the Bardin’s methodology, considering the identification categories, the moral development levels and stages of Kohlberg. The 17 subjects were identified in 11 (64,70%) in Conventional Level – 5 (29,40%) in Stage 3 – Expecting, Relations and Interpersonal Conformities and 6 (35,30%) in Stage 4 – Preservation of Social System and the Conscience; and 6 (35,30%) subjects in Post Conventional level, all of them in stage – The Social Contracts or the Utility and Individual Rights.The results and conclusions of the search discuss the interface of the subjects’ answers related to the moral development level, their educative experience and the reflexes in education; they also sum up what they think and how they act in moral education in the graduation level. It presents a proposal of moral education from Kohlberg’s moral development theory as possibility and potentiality in the perspective of moral formation of teachers.