Busca da autonomia moral como proposta da educação: experiência em uma escola cooperativa de Fortaleza-CE

Abstract

This dissertation discusses categories of construction of students' mora! autonomy as a basic aspect of the teaching-learning process. Although autonomy, as proposa! of moral education, has been much discussed by philosophers, psychologists and educators, a predominance of repressive and dominant attitudes exists in general in the educational systern. That education model is shared by those that conceive moral education as an adaptative process of the individual to the effective social norrns. However, there is a proposal, the psychogenetic proposal, that opposes that conception and considers moral education as a construction of autonomous personalities capable of cooperation. The objective of this study was the understanding of how a constructivist school that has a proposal of moral education and autonomy in its pedagogic philosohy promote this autonomy through the teaching-Iearning process. We completed a study of the class room' daily routines in one school. The results have showed an unpreparedness on the part of the school's teachers in working with autonomous education. Some behaviors, such as how to work with the group, howto motivate respect among friends, how to create spaces for the student to discuss using classroom's rules, are, for most, intuitive actions. The base of a theory to guide those actions don't exist. In spite of some progress in the formation of critical thinking individuais, those behaviors fali shy, pointing out the need for a continuous training program formation that will be able to contribute intellectually to citizens' construction of moral autonomy