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Erro educacional fundamental nos domínios moral, pró-social e académico: Dados empíricos e implicações educacionais
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Advisor(s)
Abstract(s)
Este artigo apresenta um estudo empírico sobre o
erro educacional fundamental (Lourenço, 1994) em
contexto educativo e familiar. Os participantes foram
96 crianças (i.e., 48 do 1.º ano e 48 do 4.º ano de escolaridade),
os seus professores (N=96) e os seus
pais (N=192; i.e., 96 mães e 96 pais). Cada um dos
participantes foi confrontado, primeiro, com histórias
de transgressão e de adesão moral, pró-social e académica
e solicitado, depois, a escolher entre sanccionar o
protagonista da transgressão e elogiar o protagonista
da adesão ou cumprimento da norma. Os resultados
mostram (1) que o erro educacional fundamental foi
cometido tanto pelas crianças como pelos seus educadores
(i.e., pais, mães e professores); (2) que esse erro
tende a aumentar com o nível de escolaridade da
criança; (3) que esse erro é mais prevalente no domínio
moral que nos domínios pró-social e académico; e
(4) que mesmo no domínio académico, um domínio de
aspiração por excelência, ocorre ainda uma forte componente
de moralidade do dever (i.e., de erro educacional
fundamental).
This article presents an empirical study on the fundamental- educational error. Participants were 96 children (i.e., 48 first-graders and 48 fourth-graders), their teachers (N=96) and their parents (N=192; i.e., 96 mothers and 96 fathers). Each participant was first presented with hypothetical scenarios involving both violations of, and adherences to, moral, prosocial and academic norms, and then asked to choose between sanctioning a negative or a positive act. The results showed (1) that the fundamental-educacional error was committed by both children and their teachers and parents; (2) that this type of error increased with children ´s age; (3) that this kind of error was more prevalent in the moral than in prosocial and academic domains; and (4) that there were clear manifestations of the morality of duty (i.e., fundamental-education error) even in the academic domain, a domain judged to be a typical aspirational domain.
This article presents an empirical study on the fundamental- educational error. Participants were 96 children (i.e., 48 first-graders and 48 fourth-graders), their teachers (N=96) and their parents (N=192; i.e., 96 mothers and 96 fathers). Each participant was first presented with hypothetical scenarios involving both violations of, and adherences to, moral, prosocial and academic norms, and then asked to choose between sanctioning a negative or a positive act. The results showed (1) that the fundamental-educacional error was committed by both children and their teachers and parents; (2) that this type of error increased with children ´s age; (3) that this kind of error was more prevalent in the moral than in prosocial and academic domains; and (4) that there were clear manifestations of the morality of duty (i.e., fundamental-education error) even in the academic domain, a domain judged to be a typical aspirational domain.
Description
Keywords
Moralidade do dever Moralidade da aspiração Erro educacional fundamental Domínios moral Pró-social e académico Morality of duty Morality of aspiration Fundamental-education error Moral domain Prosocial domain Academic domain
Citation
Análise Psicológica, 15 (2), 245-257
Publisher
ISPA - Instituto Superior de Psicologia Aplicada