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Efeitos do debate de questões dilemáticas no desenvolvimento moral de estudantes do ensino secundário : relações com o nível sócio-económico e o sexo
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Orientador(es)
Resumo(s)
As sociedades actuais caracterizam-se por um número crescente de culturas em
presença, o que se traduz muitas vezes em agressões verbais e físicas. Neste contexto urge
ensinar as crianças e os jovens no respeito pelas diferenças, na compreensão pelo outro e na
sua aceitação, sendo, por isso, a educação sócio-moral cada vez mais pertinente.
No nosso trabalho procurámos analisar os efeitos de um programa centrado na análise
de questões dilemáticas no desenvolvimento moral de alunos do ensino secundário, tendo em
consideração as variáveis género e meio sócio-económico.
A nossa pesquisa envolveu um total de 74 alunos, sendo 35 do sexo masculino e 39 do
sexo feminino, com idades compreendidas entre os 14 e os 18 anos. A média de idades era de
15,02 anos, sendo a médias de idades dos alunos do sexo masculino de 15,14 anos e a dos do
sexo feminino de 14,90 anos. Todos os alunos eram lusos, frequentavam o 1º agrupamento do
10° ano de escolaridade e estavam distribuídos por 3 turmas: duas turmas experimentais, com
um total de 50 alunos, sendo 22 do sexo masculino e 28 do sexo feminino; e uma turma de
controlo com um total de 24 alunos, sendo 13 do sexo masculino e 11 do sexo feminino. Todas
as turmas foram pré e pós-testadas relativamente ao índice de desenvolvimento moral usando o
DIT e todas foram classificadas relativamente ao estatuto sócio-económico usando-se a escala
de Graffar. As turmas experimentais seguiram um programa que teve como objectivo a
estimulação do desenvolvimento moral e que decorreu entre 3 de Janeiro de 2002 e 17 de Maio
de 2002. A turma de controlo seguiu a escolaridade normal, sem intervenção.
Os resultados obtidos mostram diferenças, quase sempre significativas, nas turmas
experimentais, entre pré-teste e pós-testes 1 e 2 e entre os pós-testes das turmas
experimentais e da turma de controlo. Estes resultados sugerem que a utilização de discussão
de dilemas em sala de aula poderá ser uma boa metodologia para a activação do
desenvolvimento moral dos indivíduos, se o treino for continuado.
Os resultados mostram ainda que não existem diferenças ao nível do desenvolvimento
moral entre o sexo masculino e o sexo feminino e que existem diferenças quando se comparam
o estatuto alto com o baixo.
Nowadays, societies are characterized by a growing number of cultures in presence what results, a tot of times, in verbal and physical aggressions. In this context it urges to teach the children and the youths in the respect for the differences, in the understanding for the other and in his/her acceptance, being, for that, the partner-moral education more and more pertinent. In our work we tried to analyze the effects of a program centered in the analysis of moral dilemmas in the students' of the secondary teaching moral development, having in account the variable genders and social and economical status. Our research involved a total of 74 students, being 35 male and 39 female, with ages between 14 and 18 years. The average of ages was of 15, 02 years, being the average of male students of 15, 14 years and the one of the female of 14, 90 years. All the students were Portuguese, they attended the 10th form, 1st grouping and they were distributed by 3 groups: two experimental groups, with a total of 50 students, being 22 male and 28 female; and a group of control with a total of 24 students, being 13 male and 11 female. All the groups were pretested and pos-tested to the index of moral development using DIT and all were classified according to their social and economical status using the scale of Graffar. The experimental groups followed a program that had as objective the stimulation of the moral development taking place between January 3, 2002 and May 17, 2002. The group of control followed the normal education, without intervention. The final results showed differences, almost always significant, in the experimental groups, between pre-test and pos-test 1 and 2 and among the pos-test of the experimental groups and of the group of control. These results suggest that the use of discussion of dilemmas in classroom can be a good methodology for the activation of the individuals' moral development, if the training is continued. The results still show that don't exist differences at the level of the moral development between the male and the female and that there are differences when you compared the high status with the low.
Nowadays, societies are characterized by a growing number of cultures in presence what results, a tot of times, in verbal and physical aggressions. In this context it urges to teach the children and the youths in the respect for the differences, in the understanding for the other and in his/her acceptance, being, for that, the partner-moral education more and more pertinent. In our work we tried to analyze the effects of a program centered in the analysis of moral dilemmas in the students' of the secondary teaching moral development, having in account the variable genders and social and economical status. Our research involved a total of 74 students, being 35 male and 39 female, with ages between 14 and 18 years. The average of ages was of 15, 02 years, being the average of male students of 15, 14 years and the one of the female of 14, 90 years. All the students were Portuguese, they attended the 10th form, 1st grouping and they were distributed by 3 groups: two experimental groups, with a total of 50 students, being 22 male and 28 female; and a group of control with a total of 24 students, being 13 male and 11 female. All the groups were pretested and pos-tested to the index of moral development using DIT and all were classified according to their social and economical status using the scale of Graffar. The experimental groups followed a program that had as objective the stimulation of the moral development taking place between January 3, 2002 and May 17, 2002. The group of control followed the normal education, without intervention. The final results showed differences, almost always significant, in the experimental groups, between pre-test and pos-test 1 and 2 and among the pos-test of the experimental groups and of the group of control. These results suggest that the use of discussion of dilemmas in classroom can be a good methodology for the activation of the individuals' moral development, if the training is continued. The results still show that don't exist differences at the level of the moral development between the male and the female and that there are differences when you compared the high status with the low.
Descrição
Tese de mestrado em Ciências da Educação (Área de Educação Intercultural), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2004
Palavras-chave
Teses de mestrado - 2004 Desenvolvimento moral Ensino secundário Julgamento moral Dilemas