MORAL DEVELOPMENT AND A NOTION OF JUSTICE IN BRAZILIAN RESEARCH SUPPORTED BY PIAGET’S PERSPECTIVE
The study shows a literature review of Brazilian research on the notion of jus-tice, anchored in the Piagetian theoretical contribution published in the data-bases: Scielo, Redalyc, Portal de Periódicos Capes/MEC and in the study group of research on moral education called: GEPEM (UNESP/UNICAMP), fr...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Schème : Revista Eletrônica de Psicologia e Epistemologia Genéticas |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www2.marilia.unesp.br:article/8172 |
| Acceso en línea: | https://revistas.marilia.unesp.br/index.php/scheme/article/view/8172 |
| Access Level: | acceso abierto |
| Palabra clave: | Desenvolvimento moral Justiça. Injustiça Jean Piaget Moral development Justice. Injustice |
| Sumario: | The study shows a literature review of Brazilian research on the notion of jus-tice, anchored in the Piagetian theoretical contribution published in the data-bases: Scielo, Redalyc, Portal de Periódicos Capes/MEC and in the study group of research on moral education called: GEPEM (UNESP/UNICAMP), from 2007 to 2017. The papers found, which deal with justice and moral development, were gathered in three axes of analysis: (1) The understanding of justice in children and adolescents; (2) Perception of injustices in school space; (3) The judgment of teachers on justice. We found 13 papers, and the first axis grouped 6 studies, the second 2 and the third, 5 studies. The results indicated a concern to identify the understanding of justice presented by children, adolescents and teachers. The studies were developed in a school context, they present the school as a space for production of injustices and reinforced the necessity of contructivelly pro-moting justice in schools. The results revealed a shortage of studies in this theo-retical perspective, in productions that articulate knowledge produced around the cognitive aspects, contextual and cultural factors for the development of the notion of justice and emphasized the need to rethink teacher’s education in or-der to contemplate the themes discussed by the theories of moral psychology. |
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