Formação moral e ética na sala de aula

Abstract

This research analyses the teacher conception of moral development in the context of everyday school life, as well the teacher's role in this process. Longed also establish a formative and collaborative environment conduc t ive to the ethics reflection among teachers working in classrooms of elementary school about the pedagogical practice in construction situations of morality in school environment, offers ways in theirs intera ctions to the development of the students morality. The empirical field was the Municipal School student Emmanuel Bezerra, located in the Planalto - West neighborhood of Natal/RN, with the teachers of the classes of 4th and 5th year of elementary school st udents and theirs students during the years 2010 - 2012. It privileged qualitative in the analysis and the comprehension process of the quotidian into the school context, seeking understands the situations and the interactions analyzed. Based on the postulat es of Jean Piaget on the moral development, it opted in the investigative work with the teachers for the complementarity between collaborative research and action research, with reflective sessions, documentary research, observations and semi - structured in terviews. From this research it was identified three distinct phases of conceptions and attitudes among the teachers: a) teach ers with the discourse of common sense due to a lack of depth reflection on their practice; b) teacher s updated with their concept s and relevant information, however devoid of reflexive action of this knowledge and without reflection on their practices in the classroom and, finally; c) ethical reflective teacher who tried a perspective that joins the relevant information, the knowled ge accommodation and transformation in teaching discourse consistent with the proposed issued and reflective in their practice. Educate an ethical and reflective teaching in front of the formative culture does not occur naturally and fast. It takes several steps until the awareness for ethical and reflective attitude towards educational reality and especially on the teaching and institutional action in the moral formation of students.