Resumo

BARRIOS, Alia  e  BRANCO, Angela Uchoa. Moral development in childhood education: a cultural constructivist study. Educação. Porto Alegre [online]. 2021, vol.44, n.2, e32874.  Epub 25-Abr-2022. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2021.2.32874.

Based on a cultural constructivist psychological approach, the present study aims at identifying and analyzing the affective quality, cultural messages, processes, and strategies found in teacher-child interactions that could be meaningful for moral development. The investigation was carried out in a public early education school, in Brasília. A third period teacher and her 16 students took part in the investigation. The qualitative methodology consisted of microgenetic analysis of teacher-children interactions, and of interpretative analysis of teacher's discourse. Results show how urgently educators need to learn about and reflect upon moral issues, as well as becoming aware of their own interactions with children. The study suggests the need to promote discussions about constructive evaluations of daily educational practices, and to prepare educators to foster moral development and education. Further investigation about the topic will be welcome.

Palavras-chave : moral development; socialization; early childhood education; cultural psychology.

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