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A nova educação do carácter : teoria metodologia e os desafios no contexto da educação pública portuguesa
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Esta dissertação, intitulada "A Nova Educação do Carácter: Teoria, Metodologia e os Desafios no
Contexto da Educação Pública Portuguesa", parte de um paradigma de investigação teórico, exploratório, e
da experiência do autor, reflectindo substancialmente a consideração de uma proposta para o domínio da
Formação Pessoal e Social (FPS) denominada Nova Educação do Carácter (NEC). No decurso da
investigação são abordados e analisados o respectivo suporte conceptual e as directrizes metodológicas
inerentes, bem como a sua problematização no contexto do Ensino Básico público em Portugal.
Ao longo do estudo, detivemo-nos também na consideração optimista da validade da abordagem já
que as últimas investigações conferem sinais positivos que outorgam esperança na adopção da NEC, da
legitimidade no plano normativo vigente, das interpelações do plano teórico e da atmosfera cívica escolar.
Assim, aduzimos a possível e desejável consideração da abordagem da NEC no plano da FPS no contexto
oficial. Num segundo plano, constatámos que: a) a Escola é um agente social que está inserido num ambiente
moral contemporâneo difuso e inconsistente, com uma crescente ênfase no relativismo, individualismo,
materialismo, e no papel reconhecidamente substancial dos meios tecnológicos de comunicação e
informação na modelação dos mais novos; não obstante, a Escola deve manifestar resiliência e
autodeterminação no sentido de contrariar tal quadro sistémico antagónico; b) a família portuguesa
contemporânea é um agente moral fragilizado e impotente para corresponder activa e resolutamente às
expectativas da NEC; assim, ao invés de um papel supletivo e subsidiário, recaem sobre a Escola
responsabilidades acrescidas; c) ao analisar a problemática do doutrinamento, crítica agudizada pela
doutrinação de cariz religioso ocorrida no Estado Novo na educação pública, considerámos que tal acusação
é ilegítima, tendo em consideração determinadas premissas. Portanto, reconhecemos que, além de assolarem
a instância educativa como constrangimentos socioculturais, criam simultaneamente sinais de urgência,
assumindo-se desse modo, juntamente com os outros aspectos referidos, como desafios interpelantes no
domínio educativo oficial português em relação á NEC.
Decorrentemente, a dissertação sublinha enfaticamente a legitimidade, necessidade e a urgência de
uma intervenção mais objectiva, estruturada e consistente da Escola na promoção do desenvolvimento
pessoal e social dos alunos, sob pena da paralisia agravar o actual quadro já reconhecido e não satisfazer as
nobres demandas em relação à formação holística dos alunos. A Escola deve assumir-se como um agente
social pró-activo e dinâmico, juntamente com outros parceiros, nomeadamente com a Família, mobilizando
todas as sinergias e complementaridades possíveis, e inclusive reconhecer que é um catalisador de mudança
da própria matriz e textura sociais. Por conseguinte, concedemos uma proposta de projecto de intervenção,
contendo algumas repercussões e propostas ao nível organizacional e pedagógico.
De facto, uma abordagem transversal, integradora, persistente e dependente de um acervo basilar de
virtudes, não pode ser de modo algum uma valência negligenciável no âmbito da escolaridade básica oficial.
Afinal, estamos a lidar, porventura no último reduto social, com competências de vida e para a vida,
essenciais à cidadania integral das futuras gerações do nosso país.
This dissertation, entitled "The New Character Education: Theory, Methodology and the Challenges in the Context of Portuguese Public Education", stems from a theoretical research paradigm exploratory and from the author's experience, substantially reflecting the appreciation of a proposal to the Social and Personal Training domain, named New Character Education. Throughout the research the conceptual basis and the inherent methodological features are considered and analyzed, as well its problematic nature in the public Portuguese Basic Education context. During the research we also aim to evaluate the validity of the New Character Education, the legitimacy in the present legal framework, and the civic atmosphere in school and theoretical domain interpellations. Thus, we aver the possible and desirable consideration of such approach to Social and Personal Training within an official context. In a second plan, we affirm as well: a) School is a social agent which is an element within an inconsistent and diffuse contemporary moral atmosphere, which has been featured with a growing emphasis in relativism, individualism, materialism, and in the substantial role of information and communication technologies in the shaping of young people; albeit, School ought to manifest resilience and autodetermination in order to oppose/contradict such an antagonistic systemic frame; b) the contemporary Portuguese family is a weak and impotent moral agent in order to actively and resolutely match New Character Education' expectations; thus, instead of having a subsidiary and supplementary role, added responsibilities fall over Scholl; c) having analysed the issue of indoctrination, mostly due to the religious indoctrination that occurred in the "Estado Novo", we considered illegitimate such a critic, taking into account established premises. We acknowledge that, besides of shaking the educative instance as social-cultural constraints, urgent signals are simultaneously created. Along with the other aspects referred to, we assume them as interpellant challenges in Portuguese official educative domain regarding the New Character Education. Therefore, the thesis emphatically highlights the legitimacy, the necessity and the urgency of a more objective, structured and consistent intervention of School in the promotion of students' social and personal development. Otherwise a paralysis will worsen the thus recognized current situation and not satisfy the noble demands regarding the holistic training of students. School ought to assume itself as a dynamic and pro-active social agent, in cooperation with other partners, namely with the Family, taking advantage of all possible synergies and complementarities, and recognize that it itself is a catalyst of change of the very social matrix and texture. Consequently, we offer a proposal of an intervention project, containing some repercussions and proposals on pedagogical and organisational level. In fact, a transversal approach, integrative, persistent and dependent of a collection of core values, cannot be a negligible aspect in official basic education domain. Ultimately, we are concerning ourselves with, perhaps in the last social institution, with competencies of life and for life, which are essential toward a holistic citizenship of the next generations of our country.
This dissertation, entitled "The New Character Education: Theory, Methodology and the Challenges in the Context of Portuguese Public Education", stems from a theoretical research paradigm exploratory and from the author's experience, substantially reflecting the appreciation of a proposal to the Social and Personal Training domain, named New Character Education. Throughout the research the conceptual basis and the inherent methodological features are considered and analyzed, as well its problematic nature in the public Portuguese Basic Education context. During the research we also aim to evaluate the validity of the New Character Education, the legitimacy in the present legal framework, and the civic atmosphere in school and theoretical domain interpellations. Thus, we aver the possible and desirable consideration of such approach to Social and Personal Training within an official context. In a second plan, we affirm as well: a) School is a social agent which is an element within an inconsistent and diffuse contemporary moral atmosphere, which has been featured with a growing emphasis in relativism, individualism, materialism, and in the substantial role of information and communication technologies in the shaping of young people; albeit, School ought to manifest resilience and autodetermination in order to oppose/contradict such an antagonistic systemic frame; b) the contemporary Portuguese family is a weak and impotent moral agent in order to actively and resolutely match New Character Education' expectations; thus, instead of having a subsidiary and supplementary role, added responsibilities fall over Scholl; c) having analysed the issue of indoctrination, mostly due to the religious indoctrination that occurred in the "Estado Novo", we considered illegitimate such a critic, taking into account established premises. We acknowledge that, besides of shaking the educative instance as social-cultural constraints, urgent signals are simultaneously created. Along with the other aspects referred to, we assume them as interpellant challenges in Portuguese official educative domain regarding the New Character Education. Therefore, the thesis emphatically highlights the legitimacy, the necessity and the urgency of a more objective, structured and consistent intervention of School in the promotion of students' social and personal development. Otherwise a paralysis will worsen the thus recognized current situation and not satisfy the noble demands regarding the holistic training of students. School ought to assume itself as a dynamic and pro-active social agent, in cooperation with other partners, namely with the Family, taking advantage of all possible synergies and complementarities, and recognize that it itself is a catalyst of change of the very social matrix and texture. Consequently, we offer a proposal of an intervention project, containing some repercussions and proposals on pedagogical and organisational level. In fact, a transversal approach, integrative, persistent and dependent of a collection of core values, cannot be a negligible aspect in official basic education domain. Ultimately, we are concerning ourselves with, perhaps in the last social institution, with competencies of life and for life, which are essential toward a holistic citizenship of the next generations of our country.
Descrição
Tese de mestrado em Educação (Formação Pessoal e Social), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2007
Palavras-chave
Formação pessoal e social Carácter Família Teses de mestrado - 2007