<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122023000100114</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v28.e023015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação moral no jovem Piaget: posição ativa do educando e mediação formativa do educador]]></article-title>
<article-title xml:lang="en"><![CDATA[Moral education in the young Piaget: student&#8217;s active position and formative mediation of the educator]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dalbosco]]></surname>
<given-names><![CDATA[Claudio Almir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cezar]]></surname>
<given-names><![CDATA[Luciana Oltramari]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rizzi]]></surname>
<given-names><![CDATA[Luciana Maria Schmidt]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Passo Fundo curso de Filosofia PPG]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,PROJETO Associação Cientifica de Psicanálise e Humanidades Núcleo de Infância e Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade de Passo Fundo rede estadual da educação básica do Governo do Estado do Rio Grande do Sul ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122023000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122023000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122023000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ensaio procura investigar a ideia de educação moral defendida por Jean Piaget em sua conferência intitulada Os procedimentos de educação moral, proferida em Paris, no ano de 1930. Concentra-se em reconstruir o núcleo central apresentado pelo autor, ou seja, a tensão entre a dupla moralidade e a ambiguidade entre heteronomia e autonomia, que constitui a moralidade infantil e que se alicerça em sentimentos de respeito opostos, de unilateralidade e de reciprocidade. Ocupa-se também em confrontar os procedimentos típicos da educação tradicional com os procedimentos próprios da educação progressiva, que impulsionam a posição ativa do educando para a construção dos aspectos da internalização da lei e da possibilidade das relações de cooperação e respeito pelo outro nos grupos de convivência, especialmente no período da infância. Destaca a necessária presença do adulto, como aquele que exerce o papel de mediação na relação entre ele, a criança e o mundo, principalmente do professor na educação infantil pela compreensão do domínio psicológico da infância, para pensarmos por que a criança age, como ela age e de que forma age. Por fim, conclui procurando mostrar a atualidade desta reflexão do jovem Piaget para os nossos dias, mesmo se passando quase um século, revelando a importância da releitura dos clássicos para a reflexão, a compreensão e a intervenção em problemáticas educacionais atuais. Sua crítica ao autoritarismo inerente à determinada concepção de educação moral serve ainda como resistência ao conservadorismo autoritário atual e, ao mesmo tempo, para reestabelecer os laços cooperativos e solidários proporcionados pela ampla tradição da educação moral autônoma, oferecendo as condições intelectuais e psicológicas necessárias para o desenvolvimento saudável e o ingresso autônomo na sociedade adulta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay seeks to investigate the idea of moral education defended by Jean Piaget in his conference entitled &#8220;The procedures of moral education&#8221;, given in Paris, in the year of 1930. It focuses on reconstructing the central core presented by the author, that is, the tension between double morality and the ambiguity between heteronomy and autonomy that constitutes child morality and is based on opposing feelings of respect, one-sidedness and reciprocity. It also deals with confronting the typical procedures of traditional education with the procedures typical of progressive education that drive the student's active position to build aspects of the internalization of the law and the possibility of relations of cooperation and respect for the other in coexistence groups, especially during childhood. It highlights the necessary presence of the adult, as the one who plays the role of mediation in the relationship between him, the child and the world, especially the teacher in early childhood education through the understanding of the psychological domain of childhood, to think about why the child acts, how she acts and the way she acts. Finally, it concludes by trying to show the relevance of this reflection of the young Piaget for our days, even if almost a century has passed, revealing the importance of rereading the classics for reflection, understanding and intervention in current educational problems. It criticism of the authoritarianism inherent in the particular conception of moral education also serves as a resistance to the current authoritarian conservatism and, at the same time, to reestablish the cooperative and solidary bonds provided by the broad tradition of autonomous moral education, offering the intellectual and psychological conditions necessary for the healthy development and autonomous entry into adult society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El ensayo busca indagar la idea de educación moral defendida por Jean Piaget en su conferencia llamada &#8220;Procedimientos de educación moral&#8221;, dictada en París, en 1930. Su foco es reconstruir el núcleo central presentado por el autor, esto es, la tensión entre la doble moral y la ambigüedad entre heteronomía y autonomía que constituye la moral infantil y que se basa en sentimientos opuestos de respeto, unilateralidad y reciprocidad. Se preocupa también de confrontar los procedimientos típicos de la educación tradicional con los procedimientos de la educación progresiva que favorecen la posición activa del alumno hacia la construcción de aspectos de interiorización de la ley y la posibilidad de relaciones de cooperación y respeto por el otro en grupos de convivencia, especialmente durante la infancia. Destaca la necesaria presencia del adulto, como aquel que juega el papel de mediador en la relación entre él, el niño y el mundo, especialmente en la persona del docente en la educación infantil, al comprender el dominio psicológico de la infancia, para que se pueda pensar en por qué actúa el niño, cómo actúa y de que forma actúa. Finalmente, concluye tratando de mostrar la relevancia de esta reflexión del joven Piaget para nuestros días, incluso después de transcurrido casi un siglo, desvelando la importancia de la relectura de los clásicos para la reflexión, comprensión e intervención en los problemas educativos actuales. Su crítica al autoritarismo inherente a una determinada concepción de la educación moral sirve también como modelo de resistencia al conservadurismo autoritario actual y, al mismo tiempo, para restablecer los lazos cooperativos y solidarios que proporcionados por la amplia tradición de la educación moral autónoma, ofreciendo la condiciones intelectuales y psicológicas necesarias para el sano desarrollo y el ingreso autónomo a la sociedad adulta.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação moral]]></kwd>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Heteronomia]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia]]></kwd>
<kwd lng="pt"><![CDATA[Respeito]]></kwd>
<kwd lng="en"><![CDATA[Moral Education]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[Heteronomy]]></kwd>
<kwd lng="en"><![CDATA[Autonomy]]></kwd>
<kwd lng="en"><![CDATA[Respect]]></kwd>
<kwd lng="es"><![CDATA[Educación moral]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Heteronomía]]></kwd>
<kwd lng="es"><![CDATA[Autonomía]]></kwd>
<kwd lng="es"><![CDATA[Respeto]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
