A educação moral construtivista e suas contradições: uma leitura critica

• Ano de defesa: 2015
• Autor(a) principal: Garcia, Diogo Alfonso [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Educação moral; Teoria crítica; Autonomia nas crianças; Construtivismo (Educação); Moral education
• Link de acesso: http://hdl.handle.net/11449/123885; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/19-05-2015/000828982.pdf

This research presents as goal a critical analysis of the concept of cooperation from the book The Moral Judgment in Children of Jean Piaget, and practical applications for moral education developed from this concept. We find that these applications incorporate to the field of moral education instrumental rationality and thus may result in conservative moralizing techniques, refuting some critical possibilities that perhaps had the Piagetian concept of moral judgment. The work uses as a theoretical reference the Critical Theory of Society, in particular some works of Adorno and Horkheimer. Among the contradictions identified on constructivist proposals stands out the instrumentalization of moral education, proposed by Kohlberg from the Piagetian framework, which results in moral education techniques and reducing the morality of the problem to a question of individual development. We consider the relationship between morality and respect for the law as an essentially contradictory relationship, since Piaget assumes that there can be a harmonious relationship between the individual and the rules in capitalist society. The theoretical proposition of the authors of the Frankfurt School in the field of morality is to make the subject aware of the contradictions of morality, as well as make you aware of the ways in which contradictions are expressed in their subjectivity. From the Critical Theory, admit that contradictions should be disclosed, and the contents of the social order, and this would result in a moral education proposal widely different from Piaget