Resumo

VINHA, Telma Pileggi  e  TOGNETTA, Luciene Regina Paulino. Construindo a autonomia moral na escola: os conflitos interpessoais e a aprendizagem dos valores. Rev. Diálogo Educ. [online]. 2009, vol.09, n.28, pp.525-540. ISSN 1981-416X.

Based on previous research that investigated if the environment in schools influences the moral development of students and the means by which they interrelate with each other and solve interpersonal conflicts, a contemplation is proposed, founded on Piaget’s constructivist theory, about how conflicts have been dealt with in schools under two perspectives (traditional and constructivist), and an analyses of its consequences to the moral development of the students. Primarily, some ideas about the construction of the selfregulation and the sociomoral environment in schools are exposed. Studies indicate that despite the educators display their intention of favoring the development of autonomous human beings who could live fairer, more compassionate and more respectful relations, they not always are successfully capable of persuading the children and adolescents to act under moral principles or self-regulate their behaviors. Subsequently, the main processes utilized either by the educators who follow a traditional perspective as well as by the constructivists to intervene in situations of interpersonal conflicts, considering that they convey messages regarding morality are exposed. The present results indicate that even though the teachers share the same aspirations, the process employed by the most conservative schools favors the continuance of higher levels of heteronomy within their students. Furthermore, due to the conception that conflicts are natural in relations and may even constitute opportunities to work with values and rules and also as a result of the employment of interventions more coherent with the process of building the morality, it has been observed that such interventions did contribute more effectively with the progress of self-regulation and enhancement of interpersonal relations.

Palavras-chave : Interpersonal Conflict; Moral Development; Constructivism (Education).

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