Formação ética na rede de educação profissional, científica e tecnológica

• Ano de defesa: 2014
• Autor(a) principal: Nunes, Vinícius Bozzano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Educação; Educação profissional; Científica e tecnológica; Formação ética; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Education; Education professional; Scientific and technological; Ethical formation
• Link de acesso: http://ri.ufmt.br/handle/1/421

The ethical paradigm crisis is a topic discussed by many thinkers and perceptible preoccupation in every day discourse. In harmony with the challenge of education in contemporary, Law 9.394/96 proposes ethical formation as one of the purposes of High School, which extends the Integrated High School, education modality offered by the Professional, Scientific and Technological Education (PSTE). In order to contribute to the understanding of the formation process in PSTE, this study highlights how mobilizer problem the question: "how ethical formation in PSTE occurs?". To answer this question, it was established as purpose to investigate the methods for ethical formation in PSTE units. Some assumptions of philosophical theories of ethics and in the field of morality psychology were used as theoretical support. For data collection, questionnaires to all effectively deployed units of the Federal Network of Professional, Scientific and Technological Education (FNPSTE) were answered by their respective educational managers, in which 69 institutions participated, distributed by all the Brazilian states. The data were analyzed quantitatively and qualitatively, complemented by documental analysis and placed in dialogue with the available literature. The results show that ethical formation in PSTE is understood positively in all participating units, however, it is not carried out across the network. In the units that have some kind of experience, they are idealized from private and isolated initiatives. It results in a heterogeneity marked among the experiences identified in the country. In the context of national public policies for PSTE, there is no discussion or solid project about this topic. In the current moment of expansion of the network in Brazil, which the dialogs about the new condition of this educational method are open, it is appropriated to insert ethical formation in the list of relevant topics, whether in the academic or the political scope.