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Publication
JuĂzo moral e psicogĂȘnese: Um estudovcom escolares de diferentes idades e classes sociais
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Advisor(s)
Abstract(s)
Esta pesquisa pretendeu verificar semelhanças e diferenças
entre as respostas dadas as questÔes sobre
regras de jogos e a quatro situaçÔes de dilema moral,
de forma a classificĂĄ-las nos estĂĄgios de desenvolvimento
moral propostos por Piaget (1932) - anomia,
heteronomia e autonomia - em 40 crianças, distribuĂdas
em oito grupos: 6-7 e 1 0- 1 1 anos, NSE superior e
inferior, separados igualitariamente entre os sexos. Em
aplicação individual e gravada, foi realizado: (a) um
((interrogatĂłrio)) sobre as regras de jogos e (b) a leitura
de quatro histórias clåssicas (punição, responsabilidade
subjetiva, justiça e autoridade) propostas por
Piaget (1932), adaptadas i realidade local e ao sexo
dos sujeitos, cada uma seguida de questÔes sobre a
decisĂŁo tomada e sua justificativa, totalizando 14
questÔes. A anålise dos dados mostrou que, independente
da classe social e do sexo, as crianças responderam
de acordo com o esperado teoricamente: na faixa
etĂĄria menor, as respostas foram tĂpicas da heteronomia
(seguem regras coletivas, vistas como imutĂĄveis e
sagradas); enquanto as crianças mais velhas responderam
de maneira mais autĂŽnoma (regras decorrentes do
mĂștuo acordo). A ausĂȘncia de diferenças entre classes
sociais e sexos vĂȘm corroborar a hipĂłtese de ser a
idade a variĂĄvel mais relevante no desenvolvimento
moral, em correlação direta com as fases do desenvolvimento
cognitivo postuladas pela teoria Piagetiana.
This reserch intended to verify the uniformity and diferences between answers given to questions about rules of games and to four situations of moral dilemma, in form of classify then into degrees of moral development proposed by Jean Piaget (1932) - ANOMY, HETERONOMY AND AUTONOMY, in forty children delivered into eight groups: 6-7 years and 10-1 1 years, high and low social classes, separeted likewise between genders. In individual and recorded aplication was realized: a) questions about rules of garnes; b) the reading of four classics histories (steal, punishment, justice and authority), adapted to the local reality and each gender, each one foloweed by questions about the decision token and yours justifications, totalizing 14 questions. The preliminar analisys of data shown that, independentment of social class and gender, the children answered in agreement with the teoricaly expected: into the younger group, the ansewers were tipically HETERONOMIES, (following coletives rules seem like unmutable and sacrate); while the olders children answered in more AUTONOMIES matter (rules resulting from mutual according). The absent between social classes and genders comes to confirm the hypotesis of be the age the more relevant variable in the moral development process, in direct correlation with the levels of cognitive development postuleted by Jean Piaget theory.
This reserch intended to verify the uniformity and diferences between answers given to questions about rules of games and to four situations of moral dilemma, in form of classify then into degrees of moral development proposed by Jean Piaget (1932) - ANOMY, HETERONOMY AND AUTONOMY, in forty children delivered into eight groups: 6-7 years and 10-1 1 years, high and low social classes, separeted likewise between genders. In individual and recorded aplication was realized: a) questions about rules of garnes; b) the reading of four classics histories (steal, punishment, justice and authority), adapted to the local reality and each gender, each one foloweed by questions about the decision token and yours justifications, totalizing 14 questions. The preliminar analisys of data shown that, independentment of social class and gender, the children answered in agreement with the teoricaly expected: into the younger group, the ansewers were tipically HETERONOMIES, (following coletives rules seem like unmutable and sacrate); while the olders children answered in more AUTONOMIES matter (rules resulting from mutual according). The absent between social classes and genders comes to confirm the hypotesis of be the age the more relevant variable in the moral development process, in direct correlation with the levels of cognitive development postuleted by Jean Piaget theory.
Description
Keywords
Piaget JuĂzo moral PsicogĂȘnese Dilemas morais NĂvel sĂłcio-econĂŽmico Moral judgement Psychogenesis Rules Socio-economic status
Citation
AnĂĄlise PsicolĂłgica, 15 (2), 331-335
Publisher
ISPA - Instituto Superior de Psicologia Aplicada