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Publication
Uma Estratégia Eficiente de Educação Moral
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Advisor(s)
Abstract(s)
Este estudo compara, em contexto educativo., a
eficácia de duas estratégias de promoção do desenvolvimento
do raciocínio moral kohlbergiano: uma estratégia
tradicional e outra inspirada na noção de conflito
cognitivo. No grupo I, chamado Grupo-Debate, foi utilizado
o conflito cognitivo, tal como feito por Kohlberg
e Blatt (1975). No grupo 11, chamado Grupo-
-Exposição, usou-se uma metodologia tradicional. O
tratamento experimental consistiu em 64 sessões realizadas
ao longo de um ano escolar.
Neste estudo a amostra foi constituída por 22 estudantes
universitários frequentando a Licenciatura em
Educação na Faculdade de Filosofia do Recife. A sua
média de idade era de 19 anos e 6 meses. O nível de
desenvolvimento moral dos sujeitos, no pré-teste e
pós-teste, foi avaliado através do Teste de Definir valores
morais de REST e da Entrevista de Juízo Moral
de Kohlberg. Os resultados mostraram diferenças significativas
no Grupo-Debate, mas não no Grupo-
-Exposição.
ABSTRACT: This study compares the effectiveness of two strategies for promoting moral development in educational settings, with basis on Kohlberg's theory: a traditional perspective and a cognitive approach. Two groups were used for this purpose. In Group I, called the Debate Group, a cognitive conflict method was used according to Blatt and Kohlberg’s (1975). In Group I1 called the Exposition Group, a traditional method was employed. The experimental treatments consisted of 64 sessions over a period of one school year. Subjects were 22 female college students from Recife, Brazil. Their mean age was 19,5 years. Both groups were given REST’s Defining Issues Test and Kohlberg’s Moral Judgment Interview twice, as Pre and Post test measures of moral development Statistical analyses showed significant differences between pre and post test only for the Debate Group.
ABSTRACT: This study compares the effectiveness of two strategies for promoting moral development in educational settings, with basis on Kohlberg's theory: a traditional perspective and a cognitive approach. Two groups were used for this purpose. In Group I, called the Debate Group, a cognitive conflict method was used according to Blatt and Kohlberg’s (1975). In Group I1 called the Exposition Group, a traditional method was employed. The experimental treatments consisted of 64 sessions over a period of one school year. Subjects were 22 female college students from Recife, Brazil. Their mean age was 19,5 years. Both groups were given REST’s Defining Issues Test and Kohlberg’s Moral Judgment Interview twice, as Pre and Post test measures of moral development Statistical analyses showed significant differences between pre and post test only for the Debate Group.
Description
Keywords
Citation
Análise Psicológica. 9(4), 507-515
Publisher
Instituto Superior de Psicologia Aplicada