<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202016000200047</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20160005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[An&#225;lise da produ&#231;&#227;o cient&#237;fica acerca da educa&#231;&#227;o moral na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[An analysis of the scientific production on moral education in schools]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis de la producción científica sobre la educación moral en la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Koga]]></surname>
<given-names><![CDATA[Viviane Terezinha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosso]]></surname>
<given-names><![CDATA[Ademir José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<numero>43</numero>
<fpage>47</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202016000200047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202016000200047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202016000200047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo apresenta uma an&#225;lise de teses, disserta&#231;&#245;es e artigos que tratam da educa&#231;&#227;o moral na escola. A coleta dos dados foi feita em bases eletr&#244;nicas, nas quais foram localizadas 85 produ&#231;&#245;es. A an&#225;lise se deu mediante o apoio dossoftwaresAlceste e Simi. Entre os achados destaca-se que a maioria das pesquisas &#233; procedente da regi&#227;o Sudeste, grande parte das investiga&#231;&#245;es &#233; de natureza emp&#237;rica e tem na observa&#231;&#227;o e na entrevista os principais instrumentos para a coleta de dados. Os resultados evidenciaram a forma&#231;&#227;o de quatro classes distintas. A classe 1, concentrando mais de 70% das informa&#231;&#245;es analisadas, constituiu-se como a mais significativa e assinalou para a necessidade de se construir na escola um espa&#231;o para a forma&#231;&#227;o &#233;tica dos alunos, bem como para a constru&#231;&#227;o de valores e da autonomia moral. J&#225; a classe 3 tratou dos conflitos no &#226;mbito da sala de aula como sendo um processo de dif&#237;cil resolu&#231;&#227;o. Por fim, as classes 2 e 4 evidenciaram, respectivamente, os ambientes de pesquisa e os aspectos metodol&#243;gicos que d&#227;o luz a essas produ&#231;&#245;es cient&#237;ficas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper presents an analysis of theses, dissertations and articles addressing moral education in schools. Electronic data bases were surveyed, in which 85 works were found. The analysis was aided by software ALCESTE and SIMI. The findings revealed that most researches were developed in the Southeast region, great part of investigations are empirical, and observation and interview have been the main data collection instruments. Results also highlighted four distinct classes. Class 1, concentrating over 70% of the information analyzed was the most significant and pointed to the need to build in school a space for ethical training of students as well as for the construction of values &#8203;&#8203;and moral autonomy. Class 3, on the other hand, addressed conflicts in classroom as a difficult process. Finally, classes 2 and 4 showed, respectively, the research environments and the methodological aspects that give birth to these scientific productions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este art&#237;culo presenta un an&#225;lisis de las tesis, disertaciones y art&#237;culos que tratan de la educaci&#243;n moral en la escuela. La investigaci&#243;n se realiz&#243; en las bases de datos electr&#243;nicas, en el cuales fueran localizados 85 producciones. El an&#225;lisis se realiz&#243; mediante el apoyo de los software ALCESTE y SIMI. Entre los resultados destaca que la mayor&#237;a de la investigaci&#243;n proviene de la regi&#243;n sudeste, gran parte de la investigaci&#243;n es emp&#237;rica y tiene en la observaci&#243;n y entrevista las principales herramientas para la recopilaci&#243;n de datos. Los resultados mostraron la formaci&#243;n de cuatro clases distintas. Clase 1 - concentrando m&#225;s de 70 % de la informaci&#243;n analizada - se constituy&#243; el m&#225;s significativo y se&#241;al&#243; la necesidad de construir en la escuela un espacio para la formaci&#243;n &#233;tica de los estudiantes, as&#237; como para la construcci&#243;n de valores y autonom&#237;a moral. Clase 3 - trataron los conflictos dentro del aula como un proceso de dif&#237;cil resoluci&#243;n. Por &#250;ltimo, las clases 2 y 4 mostraron, respectivamente, el entorno de las investigaci&#243;nes y los aspectos metodol&#243;gicos que dan origen a estas producciones cient&#237;ficas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Moral]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Revisão De Literatura]]></kwd>
<kwd lng="en"><![CDATA[Moral Education]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Literature Review]]></kwd>
<kwd lng="es"><![CDATA[Educación Moral]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Revisión de Literatura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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