Doutorado em Psicologia
URI Permanente para esta coleção
Nível: Doutorado
Ano de início: 2000
Conceito atual na CAPES: 5
Ato normativo:
Homologado pelo CNE (Portaria MEC Nº 609, de 14/03/2019).Publicação no DOU 18 de março de 2019, seç. 1, p.268 - Parecer CNE/CES nº 487/2018
Periodicidade de seleção: Anual
Área(s) de concentração: Psicologia
Url do curso: https://psicologia.ufes.br/pt-br/pos-graduacao/PPGP/detalhes-do-curso?id=1496
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Navegando Doutorado em Psicologia por Autor "Alves, Ariadne Dettmann"
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- ItemA 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 DettmannIt 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.
- ItemAmor 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 ChabudeeOur 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.
- ItemFormação 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/0000-0001-8164-3849; http://lattes.cnpq.br/8942236233999801; https://orcid.org/0000-0002-9298-7732; http://lattes.cnpq.br/0672631270931438; Queiroz, Savio Silveira de; https://orcid.org/0000-0002-5264-0945; http://lattes.cnpq.br/3414376297700269; Alves, Ariadne Dettmann; https://orcid.org/0000-0003-1266-6849; http://lattes.cnpq.br/9287761585068624; Herkenhoff, Luciana Souza Borges; https://orcid.org/0000-0001-5988-1963; http://lattes.cnpq.br/8293956693246109; Nascimento, Celia Regina Rangel; https://orcid.org/0000-0002-3175-0715; http://lattes.cnpq.br/8991787572306530The 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 professionals to develop skills for the development of projects on the subject, in line with those that can be considered successful by authors in the field. Therefore, we developed three studies that will be presented in article format. In article 1, the documentary analysis of the continuing education policy for basic education professionals in Vitória (ES), indicated that it is based on legal and theoreticalconceptual assumptions. Themes about diversities were the main subjects worked on in the training actions. In article 2, we seek to carry out a diagnosis of the school context through interviews with 14 education professionals from an elementary education institution in the municipal network of Vitória (ES). The data indicated some points that need the attention of educators, such as: little involvement of families and the external community in school dynamics, physical infrastructure, lack of resources and administrative organization, integration of the teaching staff, and lack of an effective pedagogue and coordinator in the afternoon. The study also indicated that there are no intervention projects in the school aimed at work that, by providing and enhancing autonomy, address the conflicts and problems present in the institution. In article 3, in turn, we carried out an intervention, in the form of a training course carried out through workshops, which allowed the participating educators to elaborate an education project in values for the school. The qualitative analysis of the workshops and the project indicated aspects that are pointed out by the literature as necessary for education in moral values to be considered successful. (…)We observe, in this research, that it is necessary that the public authorities and the school administration invest in tools that make it possible to offer training courses on the subject, providing professionals, in addition, with the opportune time for these courses to be carried out within of the workload. Thus, interest in the subject alone will not be enough for teachers to continue in-service training, given the excessive workload that makes up their working conditions. Therefore, we suggest interventions that take place periodically in school spaces, that meet the needs of the school community and that contribute so that educators can reflect on their professional performance, especially with regard to the quality of school life and intervention in moral and ethical. Finally, we hope that this study can contribute to proposals for intervention in education in moral values, in a way that favors the construction of a society based on democratic coexistence, respect, solidarity and justice.