Psicologia

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http://repositorio.ufes.br/handle/10/17534

Programa de Pós-Graduação em Psicologia

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URL do programa: http://www.psicologia.ufes.br/pos-graduacao/PPGP

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A gênese da concepção de amor: um estudo sob a ótica da moralidade
(Universidade Federal do Espírito Santo, 2011-08-29) Alves, Ariadne Dettmann; Ortega, Antonio Carlos; Alencar, Heloisa Moulin de; Queiroz, Sávio Silveira de; Freitas, Lia Beatriz de Lucca
Reflecting on the importance of virtues in moral development, our goal was to investigate the children love concepts. We interviewed 40 students, 6 and 9 years old, in a private school in Vila Velha-ES, according to the clinical method proposed by Piaget. We analyzed the cited examples of love, what would be the most and least important, the judgment about the possibility of loving a child of the opposite sex, of same sex, a friend, an enemy and a stranger. We found that children have an ample concept; including mainly giving love to others" and love for (a) particular person/people, which increased with age, and actions with love", which showed a decrease. These examples were also considered most important by participants, and love for (a) particular person/people increased with age. On the least important examples of love, mostly students aged 9 said they did not exist, and the 6-years old elected the actions with love". Most respondents stated the possibility of loving a child of the opposite sex and same-sex friend. However, a minority has confirmed the relationship of love for an enemy, and still less with a stranger. In general, the justifications referred to the existing ties, the positive consequence for oneself, positive feature of the love object and observation of lived experience, and tended to increase with age. We emphasize the importance of love in development and hope to encourage further discussion on this virtue, contributing to proposals for education in moral values.
A noção de Deus e sua relação com a justiça : um estudo com crianças e adolescentes
(Universidade Federal do Espírito Santo, 2017-08-30) Ricardo, Lorena Santos; Alencar, Heloisa Moulin de; Ortega, Antonio Carlos; Queiroz, Sávio Silveira; Queiroz, Daiana Stursa de; Pessoti, Alice Melo; Alves, Ariadne Dettmann
It was aimed to analyze the notions of Justice (NJ) and of God (NG) – and the possible relation between them – of children and adolescents, from the moral point of view, under a Piagetian psychogenetic perspective. For this, an interview was used based on the clinical method, in which 60 children and adolescents, students of Catholic schools, being: 20 children aged 6 years, 20 children aged 11 years and 20 adolescents aged 16 years took part. Qualitative analysis criteria were created based on Piagetian theory and, from them, quantitative criteria for data analysis. The results indicated that NJ and NG tended to be refined during the development process, thus pointing to a psychogenetic characteristic. It was also observed that the majority of the participants (37) presented NJ and NG at the same level, which indicates a certain parallelism in the development of these notions. However, in twenty-three participants there was a disparity between the General Level of the Notion of Justice (GLNJ) and the General Level of the Notion of God (GLNG). When this disparity was found among the youngest, the GLNJ was higher than the GLNG and, among the older, GLNG was higher than the GLNJ - which seems to be related to the way the subjects come into contact with Justice and God, throughout the development process, that is, how the interaction with each of these social knowledge objects occurs. This work contributes, therefore, to the discussions about Justice and God in the field of morality and may offer contribution to both: the proposals of a religious teaching that sees religion as a social fact, as the proposals of the confessional schools that welcome and work the beliefs of their students along with them. It also provides subsidies in the elaboration of projects in education in moral values, thus favoring the development of autonomous subjects capable of establishing moral judgments based on justice in complex and ambiguous moral situations. Thereby, recognizing the relevance of studying NJ and NG, understanding that these serve to assist the subject in the knowledge of their social environment, it is expected that this work will contribute to the development of new research on these notions.
Amor e sua relação com a generosidade: estudo com adolescentes sob a ótica da moralidade
(Universidade Federal do Espírito Santo, 2016-08-17) Alves, Ariadne Dettmann; Ortega, Antonio Carlos; Alencar, Heloisa Moulin de; Canal, Claudia Patrocinio Pedroza; Borges, Luciana Souza; Queiroz, Sávio Silveira de; Pylro, Simone Chabudee
Our objective was to investigate adolescent judgments concerning the concept of love and its relationship with generosity, in a psychogenetic perspective. We have interviewed individually 40 adolescents aged 12 and 15, also split on the age and sex, from a semi-structured script, based on the clinical method. The data were presented in three studies. In Study 1 we have found that the conception of love tends to be less focused on the action itself to be directed at the other. Regarding the possibility of loving another person, there was no significant difference in the sex of the person to be loved; however, we have seen the influence of the bond, for it was more frequent loving a friend than an enemy or an unknown person. In Study 2, most teenagers chose not to help each other and do their school obligation, because of the need to comply with that obligation. Over half of the participants, especially those aged 12, considered the presence of love with or without generosity. Yet, when teenagers were asked whether the aid would take place in the presence or absence of love, the relationship between love and generosity was more pronounced. This relationship between the two virtues and the influence of the link was also found in Study 3, since the frequency of adolescents who chose to help a friend and a stranger was higher than in relation to an enemy; most participants stated the presence of love to a friend, and a few stated it regarding the unknown people and the enemy; when they were asked whether the aid would take place in the presence or absence of love, generosity was more pronounced in the presence of love, with some differences in relation to the bond. We found, however, the relationship between the presence or absence of love in the possibility of generosity beyond the influence of the bond. Given the relationship found in our study between love and generosity and its importance in moral development, we recommend including the relationship among these virtues in Education in Moral Values proposals. Finally, although the virtue of love, and its relationship with generosity being little studied in the Psychology of Morality, we recognize its importance and we hope that our work will contribute to the development of new research on the subject and intervention practices.
Análise psicogenética da inserção dos jogos de regras e das relações cooperativas no ambiente escolar
(Universidade Federal do Espírito Santo, 2007-06-19) Caiado, Ana Paula Sthel; Rossetti, Claudia Broetto; Alencar, Heloisa Moulin de; Brenelli, Rosely Palermo
Aspectos percepto-motores e cognitivos do desenvolvimento de crianças com Síndrome de Down do município de Vitória/ES
(Universidade Federal do Espírito Santo, 2010-05-27) Bonomo, Lívia Maria Marques; Rossetti, Claudia Broetto; Alencar, Heloisa Moulin de
Most of the currently effective literature states that the development of children with Down Syndrome occurs with delay when compared with that of children with typical neuropsychomotor development. At the same time, studies have shown that stimulation, either at school or a clinic, plays an important role in the development of these children"s process by providing more opportunities for experience, possibly minimizing the large deficits associated with this population. The present research aims to evaluate the perceptual, motor and cognitive aspects of the development of children with Down Syndrome, investigating the possible interdependence between the motor and the structure of intelligence. This research involved 10 children with Down Syndrome aged between one and five years. Eight of these children were enrolled in the Municipal Center for Child Education of Vitória/ES, one in a private educational institution in the same city and one did not attend any school. For data collection it was used a structured observation of motor behavior to describe the patterns of locomotion, manipulation, stability, sensory and body perception, besides the adapted Piagetian Clinical Method for observation and description of the construction of the concepts of permanent object, physical causality, space and time concerning the sensory-motor stage of cognitive development. It was also applied an anamnesis with the primary career of the child to contextualize the routine of the subjects. The items related to motor skills and sensorymotor concepts were categorized in a qualitative way from pre-established criteria. The data were processed using an exploratory and descriptive statistical analysis. It was observed that the major motor deficits and higher cognitive gaps were presented by younger children in the sample. In the same way, the greatest interdependence in the relation among the different items occurred in these same children. It is believed that, with the passing of years, the development process of these children tends to get closer than it is typically expected, confirming the importance of long-term stimulation for children with Down syndrome.
Depoimentos de amor e moralidade: estudo sob a ótica de mulheres de duas gerações
(Universidade Federal do Espírito Santo, 2017-07-27) Galvão, Jussara Abilio; Alencar, Heloisa Moulin de; Avellar, Luziane Zacché; Ferrari, Alice Melo Pessotti; Ortega, Antonio Carlos
In a moral and ethical perspective, we compared conceptions of women interviewed in the past with those of women interviewed nowadays about the changes in the love relationships of couples, in general, in the last decades and the current and future expectations of said relationships. Fifteen women in the past (Alencar, 1993) and 15 women in 2013, who were living in conjugality with men, without children, between 20 and 30 years old and in the middle class, were interviewed. We used a semi-structured interview script. We prioritized qualitative data analysis (Delval, 2002). We found that all respondents stated that there were changes in love relationships from couples in general, from one generation to the other, and they emphasized that, in the future, there will be a diversity of loving relationship forms. We also verified that the majority of the participants stated the possibility of the couples in general to maintain love in daily life. Considering the answers and the most recurrent arguments, the women interviewed in 2013 highlighted women's freedom in current relationships and, as a justification, emphasized women's connection with society, they mentioned religiosity as an argument for the possibility of love remaining in conjugality and stated that in the future there will be persistence in marriage. In turn, past participants emphasized the shift in roles in the labor market in the younger generation, and as an argument, they mentioned the connection of people/groups, they highlighted experience as a reason for the possibility or not of love enduring in daily life and they stressed that, in the future, there will be more freedom in love relationships. We highlight that this study contributes to research on love relationships and love, to support intervention proposals in education on moral values and that it provides theoretical reference for practitioners working with the subject in question.
Desenvolvimento moral e trapaça: um estudo com crianças e adolescentes
(Universidade Federal do Espírito Santo, 2015-08-28) Pessotti, Alice Melo; Alencar, Heloisa Moulin de; Ortega, Antonio Carlos; Queiroz, Flavio Silveira; Queiroz, Daiana Stursa de; Borges, Luciana Souza; Pylro, Simone Chabudee
The human interest about the morality is not a new phenomenon, as discussions on this subject date back to ancient times, such as the reflections of Aristotle (384-322 BC / 1992). This research investigates the relationship between the level of moral development and cheating in children and adolescents using game of rules, based on Piaget's theory. 60 children and adolescents aged 5, 10 and 15 years of age from private schools on primary and secondary education levels in the city of Linhares / ES have participated in this study.For data collection it was used: (a) the Evaluation Instrument of Moral Development Level (EIMDL), (b) the traditional version of the board game guess who with children 5 to 10 years of age and another version of the game tailored for teenagers called “Noah's Ark”, and (c) Post-Game Interview script. The obtained data was analyzed in quantitative and qualitative terms, as the guidelines of Delval (2002) for surveys were conducted from clinical method. It was elaborated a criteria for assessing the Moral Development Level (MDL) and cheating, called analysis criteria of Cheating level (CL). The levels include the Level I, Level II and Level III. The results has shown an evolution in the participants moral development level, mainly to the 5 years old on Level I, at age 10, Level II and at age 15 Level II and III. Concerning the action of cheating, this behavior also tends to decrease with age, as most of the participants of age 5 cheat, whereas by those at age 10 such behavior is less frequent, and among those at age 15, there was no cheating. Regarding the judgment of the action itself, the minority of participants who cheated confessed the crime. The results of trickery level indicated that most children at age 5 have remained at Level I, while the 10-year-olders were divided on all other levels, and among adolescents, again it has happened a predominance of the highest levels.Regarding the level of moral development and the cheating level there were mainly a correspondence of the two levels in the participants of age 5 and 10 years old and a better result in the cheating level relative to the level of moral development in participants of age 15. The higher the age is it becomes clear that the action is more developed than moral thinking, as noted by Piaget (1932/1994). Based on this finding, it is undeniable the importance of intervention through educative projects in moral values to promote reflections on issues and moral behavior in order to stimulate the construction of autonomous and ethical values.
Desenvolvimento moral: a generosidade sob a ótica de crianças e adolescentes
(Universidade Federal do Espírito Santo, 2006-07-07) Vale, Liana Gama do; Alencar, Heloisa Moulin de; Queiroz, Sávio Silveira de; Menandro, Paulo Rogério Meira
In this case study, we investigated, on a psychogenetic context, the judgment of children and adolescents related to generosity and researched the place occupied by this virtue in the moral universe of the participants. Thirty (30) students of a public school from Vitória ES took part in this research, their age group varying between 7 and 13 years old, equally divided as to gender. We performed individual interviews according to the clinical method proposed by Piaget (1926/s.d.; 1932/1994). We used as instruments history-dilemmas that dealt with themes referring to generosity. The obtained results allowed us to verify that, when generosity was counter posed to the satisfaction of one s own interest, the option for the generous action was predominant in all the age groups researched. When counter posing generosity to the obedience of authority, however, the option for obedience prevailed in the age group of the seven years old and diminished on the following age groups. This type of link or the absence of it influenced the judgment of the majority of the participants of all ages as to what concerned the manifestation of generosity towards the other. In all age groups studied, the majority of the interviewed indicated conversation as a consequence of the absence of generosity, but the percentage of this answer is lower on the 7 years old group and increased on the other researched age groups. We could therefore affirm that generosity is a part of the moral universe of children and adolescents, who, although considering its lack in some situations worthy of disapproval, do not indicate punishment as a consequence for this flaw. This case study contributes for the expansion of the research field on morality and offer important subsidies for the proposals of moral education that might contemplate virtues such as generosity.
Ecos do silêncio : juízos de surdos no âmbito da formação superior sobre projetos de vida e humilhação nas perspectivas moral e ética
(Universidade Federal do Espírito Santo, 2012-08-30) Andrade, Alline Nunes; Alencar, Heloisa Moulin de; Menandro, Paulo Rogério Meira; Queiroz, Sávio Silveira de; Sixel, Aliny Lamoglia de Carvalho; La Taille, Yves Joel Jean-Marie Rodolphe de
In this thesis, we investigate the moral and ethical perspective of deaf people by analyzing the possible relationship between the characteristics of the present life, the itself projection into the future and the personal experience of humiliation in the past. This study involved 16 prelinguistic deaf students of higher education, between 21-40 years, divided equally as to sex and individually interviewed through the Piagetian clinical method in sign language. Considering the frequent data, for seven subjects there was delay of 17 to 19 years in acquisition of sign language, which was favored mainly by contact with deaf friends and people in the deaf community, contributing to the formation of identity transition. Almost all respondents active in the dissemination of sign language as Libras (Brazilian Sign Language) instructors and as teachers of the deaf due to the connection with the deaf community. However were also presented arguments such self-centered, with elements of self-recognition with a positive value. About the colleges, choices prevail in Linguistics and Literature-Libras and Pedagogy. The choice of this course was based on arguments connected with the deaf community and self-centered based on the positive recognition of each other. The research on the life projects reveals that participants are interested in their own ‘professional activity’ as well as investment in the ‘academic formation’ followed by ‘affective relationship’ and the ‘material acquisition’. However, arguments such as self-centered are specially considered in relation to the characteristics, needs and potential to act upon the world, but there is mention to content hedonists. The connection is present mainly in relation to deaf community and society. In the study on the experiences of humiliation category, that is recognized by the participants and also experiences frequent. There are reports of ‘exclusion’, with emphasis on education, ‘injury, calumny and defamation’ and ‘impossibility of communication’, justified by the contents of ‘impotence’ and ‘condition’. Among the arguments raised by respondents was a clear disregard for the other participants, and the main type was ‘disconnected close people from self’ and ‘society disconnected from itself'. Regarding the relationship of influence between humiliation and life projects, for most of participants, the humiliation with negative content could not influence the life projects valued by the participants, influence found in the comparative analysis between the types of humiliation and projects listed. In relation to those who identify a relationship between humiliation and life projects, stand out the plans of ‘professional activity’, ‘social inclusion of deaf’ and ‘affective relationship’ as targets of influence, with the main justifications of connection. The deaf participants made plans for their lives in an ethical perspective, including themselves as well as the other, with special attention to the deaf community, but also claim to inclusion of the society. There is a connection between the present, the past and the future, whereas the humiliating experience of educational exclusion still plays in the present, when participants invest in their own higher education for future professional activities. We hope this study will be useful to discuss about public policies in the field of specialized education for the deaf, but also contributes to the expansion of scientific knowledge about the moral and the ethical perspectives of this people.
Educação em valores morais no ensino fundamental : levantamento de experiências e intervenção com educadores
(Universidade Federal do Espírito Santo, 2019-03-25) Couto, Leandra Lúcia Moraes; Alencar, Heloisa Moulin de; Nascimento, Célia Regina Rangel; Herkenhoff, Luciana Souza Borges; Queiroz, Sávio Silveira de; Victor, Sonia Lopes
In this study, we dedicated ourselves to the theme of education in moral values, that is, practices that aim to constitute autonomous individuals, from the perspective of constructivist authors. The general objective of our research was to characterize education practices in moral values developed in municipal elementary schools, as well as to get to know the conceptions of educators regarding the aforementioned education, in order to verify the educational needs of the public at hand in this field and to provide them with moments of reflection and acquisition of knowledge and skills that are necessary to carry these practices out. Therefore, we developed three studies. In study 1, we applied mail and internet survey on educational experiences in moral values through a questionnaire sent to education professionals in Espírito Santo (ES). In the second study, we conducted semi-structured individual interviews with 14 educators from a municipal public primary school in Vitória, ES, seeking to verify their conceptions and judgments about education in moral values. Finally, in study 3 we developed an intervention with education professionals aiming to provide moments of reflection and learning about such education. The intervention was carried out in the same school of Study 2 and had the participation of 14 educators. Among the results of study 1, it is important to mention the following: we obtained 46 reports of experiences, from which we infer that there are few municipal elementary schools in the ES that work on the moral education of learners. Among the reports obtained, few deal with structured projects. Regarding the conceptions of professionals about moral value, ethical value and education in moral values (study 2), we found content that draws near relativistic positions. Most of the professionals said that the family is mainly responsible for the moral education of children and young people. In the schools where they worked, there was no specific project of education in moral values. Most participants stated that they did not feel safe or able to carry out practices with the issue on focus. Regarding study 3, we highlight the low involvement of professionals in reading the chosen material and the distraction during intervention. Nevertheless, participants gained a greater understanding of the school's role in the moral education of students and in the elaboration of education projects in moral values, among other aspects. Furthermore, most of the teachers mentioned that after the intervention they began to feel assured to work with moral education in the school context. We believe that expanding the quantity and quality of educational experiences in moral values in the school context presupposes that educators receive training that comprises reflection on their conceptions and practices and acquisition of theoretical and methodological knowledge on the field.
Educação em valores morais: o aprender e o ensinar sobre justiça.
(Universidade Federal do Espírito Santo, 2008-08-27) Müller, Adriana; Alencar, Heloisa Moulin de; Camino, Cleonice Pereira dos Santos; Queiroz, Sávio Silveira de
This study aims at analyzing how high school teachers learned about moral values in general, and more particularly about justice during their school lives, and how they teach this specific value nowadays. Our proposal was to look for changes in the teaching practices and, if so, analyze such differences. Participants were twenty (20) high school teachers of private schools in Vitória (ES). We performed individual interviews according to the clinical method proposed by Piaget (1926/s.d; 1932/1994). This research has two main subjects: moral values in general, and justice. Results showed that respect was the most spontaneously named moral value, and that family was the main social context regarding moral education. Moreover, most of the answers on how they learned about moral values and justice at school were related to imposition actions. Nowadays these teachers still use imposition to teach about justice, but it is related to conversations. In short, teachers teach about justice as they ve been taught: with imposition methods. Therefore, the present work contributes to the Psychology of Morality by analyzing data from the ones directly involved in teaching practices the teachers thus offering important subsidies for interventions in their pedagogical practices as well as in their formation betterment.
Educação positiva: satisfação com o trabalho, forças de caráter e bem-estar psicológico de professores escolares
(Universidade Federal do Espírito Santo, 2016-08-31) Cintra, Clarisse Lourenço; Guerra, Valeschka Martins; Alencar, Heloisa Moulin de; Nascimento, Andrea dos Santos
Positive Education develops in an effort to apply the Positive Psychology to educational institutions, which in addition to the teaching of academic skills, aim at teaching skills for the well-being by promoting the flourishing of individuals and institutions. In the model developed by the Geelong Grammar School (Australia), Positive Education is implemented throughout the school, emphasizing the importance of incorporating Positive Psychology broadly in the school community (teachers, staff, students and their families), allowing greater reach and sustainability of results. Based on this framework, the present dissertation aimed to map the national and international scientific literature on Positive Education by conducting a systematic review (Study 1) and to investigate the relationship among school teacher’s job satisfaction, the character strengths that are important to be a good teacher and the ones that describe them as teachers, and the psychological well-being of these participants (Study 2). In Study 1, theoretical and empirical papers attending the inclusion / exclusion criteria were selected in the following databases: SciELO, ERIC, PsycINFO and Redalyc. The review found 75 papers, mostly theoretical studies (53.3%); published mainly in the United States (44%) and Australia (16%); and the main topics were well-being (N = 16) and character strengths (N = 11). It was also observed a low frequency – and absence in Brazil – of papers that identify Positive Education, as well as a lack of studies made with teachers, especially school teachers. A total of 115 elementary and high school teachers from public and private schools took part in Study 2. Data collection was conducted via the internet using a structured questionnaire with the following instruments: Sociodemographic and professional questions, Comprehensive Inventory of Thriving, Teacher Job Satisfaction Questionnaire, Importance and Perception Scale of Character Strengths, WhoQol-Brief and the Job Affective Well-Being Scale. Data were organized and analyzed using SPSS software version 18. Correlation analyses showed significant associations among most of the dimensions of the studied constructs. Teachers showed a medium to high level of psychological well-being and a medium level of job satisfaction, and a strong correlation between these two constructs. Results showed the importance of investing in teachers’ well-being and job satisfaction to provide a quality teaching-learning process that goes beyond the academic training and promotes the flourishing of the entire school community.
Formação de professores para educação em valores morais: construção de projetos em escola de ensino fundamental
(Universidade Federal do Espírito Santo, 2021-02-03) Lima, Mayara Gama de; Alencar, Heloisa Moulin de; https://orcid.org/; http://lattes.cnpq.br/8942236233999801; https://orcid.org/; http://lattes.cnpq.br/; Queiroz, Savio Silveira de; https://orcid.org/; http://lattes.cnpq.br/3414376297700269; Alves, Ariadne Dettmann; https://orcid.org/; http://lattes.cnpq.br/; Borges, Luciana Souza; https://orcid.org/; http://lattes.cnpq.br/; Nascimento, Celia Regina Rangel; http://lattes.cnpq.br/8991787572306530
The general objective of this research was to investigate and describe an experience of teacher training in education on moral values in a school in the city of Vitória, its foundations in the municipal educational policy and the possibility for professio
Investigação de aspectos cognitivos e morais do desenvolvimento por meio de um conto de fadas: um estudo a partir do referencial piagetiano
(Universidade Federal do Espírito Santo, 2015-07-09) Seabra, Silvia Lorenzoni Perim; Rossetti, Cláudia Broetto; Souza, Maria Thereza Costa Coelho de; Alencar, Heloisa Moulin de
Studies on child development in their cognitive and moral aspects are recurring in researches with children. Jean Piaget's perspective of genetic epistemology assumes that there is an evolution of such aspects during childhood. In the research with children, fairy tales show up as a tool that arouse their interest, with which they identify themselves and how they are able to position themselves in relation to the content of the tale. Such tool is characterized as a privileged way to access representations and explanations of the reality that children of different ages have. This research aimed to study aspects of cognitive and moral development of children through a fairy tale. The participants were 24 boys and girls aged 6/7 and 10/11 that, after having access to the fairy tale "Hansel and Gretel" in multimedia version, were asked to reconstruct the story and answered to an interview based on the Piaget clinical method. The idea of employing the fairy tale as a child development study tool proved to be very interesting and valid, since the answers given by the children expressed their way of thinking, denoted their mental organization and how they see the world. The results related to cognitive aspects pointed out that most children reconstructs the tale within the concrete way, and in the aspect of moral development most children presents a more heteronomous position to judge the actions of the characters. Such results reinforced the Piagetian idea of cognitive and moral development evolution throughout the childhood, enabled investigate the thought structure and language of children of the age groups studied, and open possibility of expanding the ages researched and details of part of the study concerning the moral aspect.
Moralidade e adolescência: regras, projetos de vida e dependência química
(Universidade Federal do Espírito Santo, 2013-12-27) Neiva, Janine Marinho Dagnoni; Alencar, Heloisa Moulin de; Menandro, Paulo Rogério Meira; Andrade, Alline Nunes; Souza, Luiz Gustavo Silva; Dornelas, Kirlla Cristhine Almeida; Queiroz, Sávio Silveira de
Adolescence is considered a stage of life characterized by vulnerabilities and opportunities for development. This study dealt with this phase aiming to investigate conceptions and judgments of the participants, related to rules, projects of life and chemical dependence to discover factors connected with them to suggest challenges and opportunities for the healthy development of teenagers. Five dyads took part. They were composed by a young/teenager user of psychoactive substances, a participant in CAPS/ad (Psycho-Social Attention Center/addicted) activities, and his brother, not addicted, with up to five years age difference. Each participant was submitted to an individual interview to investigate his/her conceptions and awareness, in three phases: the first aimed to know him/her about rules present in the familiar and friendship context presented by the participants. The second had the objective to know their projects of life and the third, to understand their problems originated from their chemical dependence. The data were analyzed descriptively indicating the responses incidence. They were organized into categories, grouped into thematic blocks when it contributed to the analysis. The results regarding to the first theme show differences among the contexts, as the strong presence of “micro-systemic” authority within the familiar context, for the users, as developers of control rules, whereas for nonusers these rules would result in a mutual agreement on behalf of the coexistence marked by reciprocal relations. Non users highlight their perception of more flexible rules and lack of regulatory authority in the friendship, which leads to greater freedom in such a context, to express themselves and their desires. The results indicate that drug addicts are in a more heteronomous level of consciousness of the rules than their nonusers brothers. The results for the second theme showed that the life projects of the users are egocentered, while some of the nonusers reported projects based on Ethic principles. The users felt difficult to develop efficient strategies to achieve their projects, revealing themselves as dependent on factors over which they have no control, which proves heteronomy. The results of the third theme, show that nonusers mention the users clearly, identifying them as chemically dependent, while users revealed ambivalence about the self-conception as chemically dependent, identifying external factors as responsible for their condition, dodging their responsibility, with loss for the prognosis. Considering the relationship among the three topics, it is possible to say that drug users showed less autonomy and do not use intentional self-regulation with sustainable direction, establishing their projects of life and seeking strategies to achieve them. This makes them vulnerable and promotes increased expression of undesirable behaviors. The necessity of stimulation of teenager practices to foster the development of autonomy, the assumption of responsibilities and choices associated to opportunities for healthy development are evidenced by the obtained data.
Moralidade e cognição: um estudo com crianças de 7 e 10 anos em situação de risco social
(Universidade Federal do Espírito Santo, 2014-10-31) Queiroz, Daiana Stursa de; Ortega, Antonio Carlos; Santos, Claudimara Chisté Santos; Pylro, Simone Chabudee; Rossetti, Claudia Broetto; Alencar, Heloisa Moulin de
This thesis aimwasto investigateand describe, undera psychogenic perspective, the relationshipbetween moral and cognitive aspects of children at social risk, based on the theory of Piaget. Participatingwere twentychildren, of both genders, between 7 and 10 years, goers a project, maintained by the municipal government, which works after school inVitória-ES, Brasil. Twotools were chosen, and applied in the following order: (1) Assessment Instrument of Moral Level Development (IANDM)and(2) Assessment Instrument of CognitiveLevelDevelopment (IANDC). Data analysis criteria were developed observing their quantity and quality, which established(1) the Response Levels to Item (NRI) for each of the eight items oftheinstruments; (2) the General Level of Moral Development (NGDM), (3) the General Level of Cognitive Development (NGDC).Results showed that with regard to IANDM it enables us toconfirm that most of the 7 year old children reached the IB level and most of the 10 yearold onesthe level IIA. Results showed that with regard to IANDC it enables us toconfirm that most of the children who are 7 years old reached the IB level and most of the 10 years the Level IIIA.Therefore,theprincipal results showedthat 10 year olds had higher levels when compared to 7 year olds, in bothinstruments. We concluded a broadening knowledge on the scope of social risk, through a unique methodology, and that IANDM and IANDC are essential tools in the diagnosis of Developmental Psychology.
Moralidade e homicídio: um estudo sobre a motivação e a ação do transgressor
(Universidade Federal do Espírito Santo, 2004-09-02) Borges, Luciana Souza; Alencar, Heloisa Moulin de; La Taille, Yves de; Menandro, Paulo Rogério Meira
The objective of this research was to investigate the representation of homicidal subjects as to the reasons of. the crime ( motivation ), and of the crime itself ( action ), not only at the time of the homicide ( past ) as for the present moment as well ( present ), by means of judgement of representation of reality (JRR), and of judgement of moral value (JVM). The sample consisted of 20 men, their ages varying between 30 and 49 years old, in prison and under parole at the Court s Division of Penal Executions of Vitória-ES. Individual interviews were made, according to the clinical method proposed by Piaget ( 1926/s.d.; 1932/1994). From the gathered data, we verifyed that in relation to: 1) the homicidal stories, most crimes took place at night, in public spaces, by fire weapon, against men known to the transgressor, both drunk; 2) as to the motivation for homicide, the JRR emphasized in the present and in the past, the physical aggression which took place, justified in the present mainly because the aggressor felt humiliated, and in the past, because he wanted to take revenge, and the transgressor s or victim s own characteristics; the JVM that was more mentionned in the past, was that their reasons were right due to the characteristics of those interviewed or of the victims, for the suffered humiliations or for the fact that they had to defend a life, whereas in the present, the most cited judgement was that their motives were wrong, in face of. the negative consequences of their crime, and of the religious arguments; 3) as to the action of the homicide, the JRR most mentionned in the past , was that those who had committed it, would do it again, either for the suffered humiliation or for the feeling they had experienced; and in the present they mentionned that they wouldn t kill again, due to the negative consequences of the crime, to the victim s own characteristics, and to religious motives; the JVM more mentionned in the past was that the action would be wrong, because of. the negative consequences, whereas in the present all of them judged as wrong the committed homicide, due to negative consequences, to the value attributed to life, and to religious motives; 4) as to the data in general , there was a greater tendency in condemning the homicide, and not its motivation; the religious arguments were linked to the fact that in the present , those interviewed judged as wrong the motivation and the action for the crime, and therefore they wouldn t do it again; the explanations linked to humiliation belongs mainly to the past, so as to justify as correct the judgement of value of the motivation and of the action, as a reason for why at that time, they would commit homicide again, as an action for honour .
Moralidade e honra : os juízos de adolescentes em medidas socioeducativas de internação
(Universidade Federal do Espírito Santo, 2010-08-20) Salgado, Marcelo Menezes; Alencar, Heloisa Moulin de; Queiroz, Sávio Silveira de; Taille, Yves de La
This research is a study on the judgment about honor in adolescents under social and educative confinement measures. The sample consisted of 30 male teenagers, aged between 16 and 17 years old, who at the time of data collection were inmates in a unit of the Instituto de Atendimento Socioeducativo do Espírito Santo (Iases) in the metropolitan region of Vitória / ES. We conducted individual interviews, according to the clinical method proposed by Piaget (1926/sd, 1932/1994). Through the results, we note that in respect of: (1) characterization of the participants, the majority of teenagers is studying at the institution, mostly, in the final grades of elementary school. With respect to offenses committed, which culminated in their admission into the institution, we found that the interns mentioned, among others: 'robbery or theft', 'drug dealing or usage or association', 'murder or robbery' and 'attempt to murder or attempted robbery ', (2) admiration and non-admiration about themselves, the data allows us to conclude that respondents admire, with higher incidence, 'patience / willpower', the 'respect for people' and 'kindness / generosity', besides, we saw that the non-admirations that the young most often cited are 'antisocial behavior in interpersonal relationships', the 'action-related crime', the 'absence of self-control' and 'self-sufficiency', (3) representation regarding the judgment of society on themselves, the participants pondered to be considered a person who, among other things, 'breaches', ‘won’t change his/her life', 'has a bad quality', 'has a good quality' , 'is a danger to society' and 'will change his/her life', or whose 'future is death', (4) to the honor itself, the young people exemplified it by 'reputation', 'improvement in interpersonal relations', 'hard work', among others. In turn, when conceptualizing honor, they showed mainly responses of 'reputation', 'right action' and 'kindness / generosity'. Finally, most teenagers claim to be honored, justifying it by the following contents, among others: 'change of life', 'action related to crime', 'kindness / generosity' and 'improvement in interpersonal relations'. It should be noted that in our results there is a predominance of responses and justifications related to morality and therefore the concept 'with honor' (La Taille, 2002b). Indeed, we stress that this work contributes to general understanding of the universe of adolescents under social and educative confinement measures, showing data that could lead practices, reflections and other research. Finally, by giving information about the honor of these young people, we’re helping, academically and socially, to achieve a 'good living' (La Taille, 2006). For us, this is the path we should build, socially, with the others and each other
Moralidade e plágio: um estudo com alunos do ensino médio
(Universidade Federal do Espírito Santo, 2014-10-24) Romaneli, Mariana Santolin; Alencar, Heloisa Moulin de; Borges, Luciana Souza; Rossetti, Claudia Broetto
Our purpose was to understand the judgment of plagiarism actions from students of the second and third years of high school, from public and private schools in Vitória, Espírito Santo. Subjects were 40 students between 16-18 years who attended three public and two private schools in Vitória-ES, equally divided as to sex and type of institution. Our survey instrument corresponded to a semistructured interview script, containing a fictitious story which involved the behavior of plagiarism. The interviews were conducted individually, in line with the Piagetian clinical method and we used the systematization of categories proposed by Delval as a procedure to analyze the protocols. We evaluated judgments of the adolescents regarding the action of plagiarism of the character of the story-told in the following respects: if he/she considered action as the right or wrong action, whether the plagiarist should or should not be punished and which penalty (ies) were suggested. The justifications of all aspects mentioned above were solicited. From the data we found that most students: 1) consider that plagiarism is a wrong attitude; 2) justify it being wrong especially for the "negligence of the student's in the fulfillment of his/her work", the "possibility of negative consequences" and for the "action being incorrect"; 3) state that the character "should be punished"; 4) analyzed as punishment for this act: "making a new work", "having a conversation" and "receiving a score of zero on the plagiarized work", and finally, 5) justified the sanctions suggested because of the "opportunity for the student to learn and / or reflect with the punishment", the “appropriateness of punishment" and "the possibility of negative consequences for the student". On the other hand, the reasons of the few students who felt that the character of the story "should not be punished" were in favor of a "lack of specification and / or prohibition by the teacher" and stated that it was because plagiarism is "common." In general, the data from our study show that participants know that plagiarism is wrong, recognize that one should not commit this act and most students penalized the conduct investigated. This work may contribute to the expansion of studies in the area of morality and contribute to the theoretical basis for the development of education projects in moral values that include in a general way academic dishonesty and specifically plagiarism. We believe that the inclusion of this content in the proposals for education in contemporary moral values can enrich the moral formation of students. So, we hope from the results found in this study,to support and promote further studies and provide discussions and actions on the said topic, especially in Psychology and Education.
Moralidade e trapaça: um estudo com crianças de 5 e 10 anos
(Universidade Federal do Espírito Santo, 2010-08-26) Pessotti, Alice Melo; Alencar, Heloisa Moulin de; Ortega, Antonio Carlos; Queiroz, Sávio Silveira de; Trevisol, Maria Teresa Ceron
This research aims to investigate, in a psychogenetic perspective, the cheating act regarding the relation between the hypothetical trial, the observation of the action and the trial of the action itself of children in a situation of games which rules are involved, based on Piaget’s Theory. 40 children of two private schools of Linhares city – ES participated of this research aged between 5 and 10 years old, equally distributed according to the age and gender. This research was done with the following instruments being utilized: a story and an interview guide involving the cheating act in the Tic Tack Toe game; the Face to Face game and an interview guide posterior to the Face to Face game. The research was done in three steps: (a) hypothetical trial regarding the cheating act, (b) observation of the cheating’s action and (c) trial regarding the cheating’s action. The results permitted us to observe, regarding the hypothetical trial about the cheating act, that from the point they were requested to establish a trial that regards the narrated attitude, the totality of participants said that the cheating attitude was wrong, being the greatest number of justifications mentioned among children aged 5 which was the one of ‘circular arguments’. On the other hand, the category cited most times by the participants aged 10 was ‘disobeyed the rules of the game’. Concerning the observation, it was possible to notice that, during the absence of the experimenter, the cheating occurred more among children aged 5 than among the ones aged 10 years old. On the contrary, in the experimenter’s presence, it wasn’t verified relevant difference in cheating’s frequency between the two ages. Besides, it was found a variety of behaviors in order to cheat. Regarding the relation of the trial which concerns the action of the cheating, it is noted that, when asked indirectly about the action, the children aged 5 years old mention more frequently the cheating matter. Likewise, when asked directly about the attitude kept during the experiment, more children aged 5 said that they cheated than the ones aged 10 years old. Through these results, it was possible to notice that the children know that to cheat is not correct, but many cheat and few admit it, especially among the older ones. This way, this research contributes to the morality’s study because, when it demonstrates the importance of the action’s dimension, it can offer subsidies for a project of moral education.

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