Moral education in elementary school: judgements of teachers on the virtue of justice
DOI:
https://doi.org/10.18316/dialogo.v0i35.3372Keywords:
Education in Moral Values, Piagetian Theories, Justice, Elementary Teaching, Teacher’s Conception.Abstract
We investigate the judgments of moral justice made by elementary school teachers. We conducted interviews, semi structured, with six teachers from a public school in Vitoria, in the state of Espirito Santo. The data were analyzed based on the Piagetian theory and on the systematization proposed by Deval. Most of the examples of injustice mentioned are linked to social injustice, and those of justice, to equality. A great part of the interviewed consider a duty to teach about justice, and they justify their affirmation saying it is a school function. All of the teachers say that the teacher must have an attitude when a student does not respect a rule. Regarding the attitude the teacher should take, they believe the problem should be solved by the direction of the school. Analyzing the data, we found that the participants’ sense of justice has the characteristics of autonomous moral. However, we question if the teachers’ performances favor the development of autonomous individuals.Downloads
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2017-08-30
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