A interação na escola e seus significados e sentidos na formação de valores: um estudo sobre o cotidiano escolar

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

Our research deals with the interactions as favorable or not to the construction and/or maintenance of the positive values, associated to the representations which the actors, within school sphere, have ofthemselves. Therefore, the locus is the school, understood as the sphere where the social practices are worked out and where the different actors take part in. Our aim is to identifY and analyze the interaction qualities which favor or not the constructions of: moral values (e.g. self-respect), non-moral values (e.g. self-esteem) and of relations of authority conveyed by respect and responsibility. The method employed is under the paradigm of the qualitative research and is constituted of the narration of ordinary daily school scenes, elaborated from observations and cassetterecordings regarding interactions worked out between different actors present at school: pupils, teachers, coordinator and representants of the teaching system, and between those actors and the researcher. The analysis categories were built from the relationship of the researcher with the context of the research and with the theoretical focuses which supported the interaction and value issues. Regarding the theoretical focuses, the social-historical psychology, represented by Vigotski, and his followers, and Yes de La Taille, both with their studies and researches ou the genesis of moral values, constitute the basis for the foundation of the meanings that we formulated in the analysis. Since different theoretical focuses were brought up, we proceeded to an articulation of concepts and meanings that aimed at supporting some of our interpretations. Our conclusion presents the interaction qualities which favor or not the construction of values out of which we assert the existence of those more favorable for that construction, such,as the ones investing in what the other has as his/her best, the ones believing in the capacity of the other a priori, the ones having direction, compromise and organization. There are, nonetheless, more unfavorable interactions for the construction and/or maintenance of the positive values, as the ones characterized by indifference, uncompromise and omission. Considering the school, as a bureaucratic organization that sustains the institutional, the authority, as quality of asymmetrical relations, the respect and the responsibility constitute themselves as the condition for the construction of moral values. Yet, we present, in the conclusion, our understanding on the relation between moral and nonmoral values in their constitutive process of identity and of non-moral shame as motivational force for the resistance of educators against the new practices and/or changes

ASSUNTO(S)

ambiente escolar psicologia educacional valores

ACESSO AO ARTIGO

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