Aprendizagem de princípios éticos na infância, no ambiente escolar

Abstract

The proposal of this paper is to make possible a reflection about how an ethical school formation sustained by a practice anchored in dialog, interdisciplinarity and play makes it possible for children to learn attitudes of respect for differences. It discourses about how an ethical education, from childhood on, in the school, can contribute to the construction of a society able to care and to respect the diversity present in its various segments. It is guided by the methodology of bibliographic research of theoretical sources so as to: conceptualize ethics, with the goal of verifying the importance of learning respect during childhood for human constitution; understand the relevance of play in the construction of knowledge; deal with the importance of dialog and interdisciplinarity in learning. The contextualization is elaborated mainly based on Bauman and Leonardo Boff, who explore the characteristics of contemporaneity which affect human coexistence. Paulo Freire, Delors, Gaddotti, Morin, among others were chosen for theoretical foundation, because they highlight the need of a transforming education in current times. The concept of ethics, presented in this paper, is based on Leonardo Boff, Marcos Alexandre Alves, Ghiggi and authors who conceptualize ethics as an attitude of responsibility, of caring for the other, and on Bittar who approaches ethics as something relational, constructed in communal interaction, resulting from reflection. Diversity is explored based on Davrell, Gomes and on the National Curricular Parameters, which localize the differences as historical and social results, an important concept for the orientation and the guidance of a school practice so as to break the disrespect for diversity. The defense of dialog as a pillar for an ethical education begins based on Freire and Hermann, who defend dialog as a space of formation which makes possible access to different realities, based on the knowledge of the other. Interdisciplinarity is conceptualized based on Morin, Lück and authors who consider it indispensable for the global comprehension of the reality and for the formation of responsible social attitudes. Luckesi, Borba, Rojas, Rubem Alves, Pereira, Vygotsky are some theoreticians cited for the reflection on the importance of playing, of pleasure, in human formation. The approach on child development resorts to child sociology, anthropology, psychology for a better comprehension of the child, dialoging with Piaget, Vygotsky, Wallon, Corsaro, among others who bring relevant concepts. It is certain that a school education which permits the dialog between children and among the different school segments; which makes possible the dialog between the different curricular components and among the different wisdoms; which seek playful, interactive and reflexive practices; contribute to a formation of people with ethical attitudes guided by respect for differences.