Mestrado em Psicologia

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17536

Nível: Mestrado Acadêmico
Ano de início: 1992
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=1495

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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.
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: 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.
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.
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 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.
O caminho das pedras: sentimentos relatados por dependentes em abstinência de crack
(Universidade Federal do Espírito Santo, 2016-08-26) Cruzeiro, Mariana Spelta; Queiroz, Sávio Silveira de; Alencar, Heloisa Moulin de; Neiva, Janine Mannho Dgnone
It was aimed to investigate feelings related to crack use and inpatient treatments, from the speech of individuals in abstinence from illicit psychoactive substances. The theoretical framework Psychology of Morality, discussed by Piaget (1954/2014) was used as a reference. As the referred author, we understand affectivity as a motivational factor; therefore, we believe that the study of feelings may indicate relevant data regarding the conduct and cease of crack use. For such, it was conducted a case study with three subjects, selected by convenience sample. To collect data, we used a semi structured interview guide, divided into three stages: during crack use, inpatient treatments and nowadays. Our data were treated and systematized according to content analysis. Thereby, recurred in the speeches of our participants feelings linked to morality: shame, guilt, fear and will. In addition to these feelings, it is important to highlight other feelings also discussed in light of the Morality Psychology, as humiliation, honor, humility and gratitude, regarded as virtues. In view of this, the feelings shown to have influence on the actions of these subjects, as well as the establishment of the beginning of ethical conduct, linked to a social response and want to make moral. From these data, we seek to contribute to the interventions and unique understanding of each subject in inpatient treatments.
Prática docente e justiça: educação em valores morais no ensino fundamental
(Universidade Federal do Espírito Santo, 2013-12-20) Couto, Leandra Lúcia Moraes; Alencar, Heloisa Moulin de; Queiroz, Sávio Silveira de; Borges, Luciana Souza
In this study, we dedicate ourselves to investigate the judgments of teachers on the teaching of the moral value of justice in their pedagogical practices. Furthermore, we propose to check whether such practices are modified due to the school year for which the participant teaches. To do so, we interviewed 23 elementary school teachers, 11 teachers of 1st year and 12 of the 5th year, from public schools located in lower-class neighborhoods in the city of Vitória, Espírito Santo. We conducted individual interviews, according to the Piagetian clinical method. Data analysis was performed based on the theory of Piaget and the systematization proposed by Delval. We analyze the conceptions of justice of the teachers, the motivations for teaching justice and the procedures that the respondents consider they use to teach this moral value. The results support the view that the conception of justice of the teachers is mainly related to the issue of individual s rights. Regarding justice, all the professionals believe they teach this moral value in their pedagogical practices. Regarding the motivations for this practice, we noticed that the teachers teach justice mainly because this is a responsibility of the school. Meanwhile, about the procedures for teaching justice, we noticed that most of them are means considered as authoritative, verbally and in action, i.e., are grounded in imposing practices. Moreover, most of the procedures are based solely on the oral language of the teachers. Most participants justify the procedures adopted in the teaching of justice as focusing the student, i.e., dealing with practices that have as their basis the students. However, when we analyzed the methods used by the interviewees, we found that most of them concerns methods with the use of imposition, which may not favor the said active procedures and, probably the moral development of students. Regarding the data found on the school years studied, we emphasize that the teachers who teach the 5th grade mention more procedures based on imposing practices. Finally, it is worth saying that the participants of the 1st year are the ones who justified the most procedures with a focus on the student. In general, the data from our research show that although the conceptions of justice of the participants have predominant characteristics of autonomous morality, most of the procedures used by them in teaching the alluded value can not foster the development of autonomy in students, as they are grounded in imposing practices. With this study, we hope to contribute so that public policies are implemented in order to improve the quality of education in moral values in schools, especially regarding the teaching about justice. Thus, we emphasize the need for continuous education on the teaching of justice, designed and programmed to develop autonomous individuals
Projetos de vida na adolescência: um estudo no campo da ética e da moralidade
(Universidade Federal do Espírito Santo, 2007-11-20) Miranda, Fernanda Helena de Freitas; Alencar, Heloisa Moulin de; Trevisol, Maria Teresa Ceron; Queiroz, Sávio Silveira de
This research is about ethics and morality. Its aim is the investigation of the existence of life projects in adolescents identifying someone else s place in these projects. The projects mentioned were analyzed by the participants spontaneously. There were 24 adolescents from 15 to 20 years old divided by genre and social class. Semi- structured interviews were done using the clinic method proposed by Piaget (1926-s.d.; 1932/1994). The results prove that all of the adolescents have projects in life. Amongst the main results 87 aims divided into 5 categories were identified: 1) Properties 2) Relationships 3) Career 4) Academical Improvement 5) Other projects. Each justification of the reasons why these projects were mentioned was considered as Connected or Disconnected, terms that name the relation between the existence in another project in life. Connected projects are the ones which included other people, groups or institutions as protagonists. On the other hand, those that did not considered the existence of other people, groups or institutions were considered Disconnected. Out of 87 project justifications, 52% were Connected and 48% were Disconnected. The existence of life projects considered as Connected and Disconnected could means that moral and ethic values that allows social life are part of some projects in life for the adolescents, but not all of them.
Psicologia da moralidade de psicanálise : um estudo sobre o sentimento de vergonha
(Universidade Federal do Espírito Santo, 2013-03-28) Schimith, Polyana Barbosa; Murta, Geraldo Alberto Viana; Queiroz, Sávio Silveira de; Alencar, Heloisa Moulin de; Fernandes, Andrea Hortélio
This thesis was aimed at investigating the feeling of shame and its relation to morality, proposed by Yves de La Taille (2002a), as well as the proposition of Jacques Lacan (1969-1970/1992), according to which this feeling is absent on contemporaneity. The research, of qualitative and exploratory nature, was an empirical study involving 15 male participants, aged between 25 and 30 years old and college graduates. We proceeded to collect and analyze the data according to the clinical method of Piaget (1932/1994, 1926/2005b). Individual semi-structured interviews were conducted, based on two fictional stories, as well as an interview on the concept of the feeling of shame. The first story features a situation of moral transgression and the second, an exposure situation. Data were categorized and then analyzed in the light of the theories of La Taille (2002a) and Lacan (1969-1970/1992). The results reveal that participants show the feeling of shame not at the immoral situation, but at the exposure situation. The notion of this feeling is linked primarily to exposure and judgment of the subject himself/herself and /or of others. The study aims to contribute to a greater understanding of the contribution of the feeling of shame in moral issues in the context of contemporary society, and indicate new directions for research on the topic. The theoretical reflections on the existing literature and on data obtained during collecting, led to updated theoretical propositions of Psychoanalysis to the scope of the Psychology of Morality. Those demand inevitable update on the thought about inherent intrapsychic factors in the genesis or development of morality.
Sentimento de vergonha em estudantes universitários, um estudo na moralidade
(Universidade Federal do Espírito Santo, 2015-01-01) Lima, Mayara Gama de; Alencar, Heloisa Moulin de; Andrade, Alline Nunes; Queiroz, Sávio Silveira de
In this study we investigate the feeling of shame based on the judgment and in the moral judgement of university students. The proposal is to develop this goal in two studies. In study 1, we conducted a survey through a questionnaire about the judgment of the presence, and/or intensity, of the feeling of shame in different situations: of exhibition, of powerlessness, of failure, as well as in moral contexts linked to generosity, honor, justice, stealing, lying and shame of shame of condition. We gathered 104 Law, and 98 Architecture and Urbanism students, totaling 202. From this results we selected the participants for the study 2, in which individual interviews based on the clinical method proposed by Piaget (1932/1994) were conducted. We pursue to investigate the moral value judgement about shame emphasizing the following aspects: the feeling conception, the moral judgement on the fictional story of honor, and justifications presented by the participants for each of these topics. In study 1, it was found that the stories involving moral values (honor, justice, stealing, lying and shame of shame of condition) reached higher percentages for the presence of shame than those involving contents that were clearly not moral (failure, powerlessness and exposure). In the first part of study 2, the data showed that the moral value judgement of shame involve contents that are equivalent to an external and internal control, being found more frequently the categories judgement and/or alien looks and self judgement, respectively. In the second part of the study 2, most participants attributed the sense of shame to the protagonist of the honor history, and the justifications allude mainly to shame as correspondent to an internal and external control, in which the most used argument refers to fact that the reaction was in the wrong way. With this work, we expect to contribute to a reflection on the relation between the feeling of shame and the moral universe of college students. Thus, emphasizing that the feeling of shame involves an internal and external control, we aim to support and promote other studies that may investigate the influence of affection in morality. We also hope that this research will provide subsidies for proposals of intervention and education in moral values that aims to virtues as central to build ethical personalities.
Vozes do silêncio: juízos morais de jovens e adultos surdos sobre situações de humilhação
(Universidade Federal do Espírito Santo, 2006-08-30) Andrade, Alline Nunes; Alencar, Heloisa Moulin de; Menandro, Paulo Rogério Meira; La Taille, Yves Joel Jean-Marie Rodolphe de
The purpose of this study is to make a comparative analysis about humiliation within the judgment of deaf youngsters and adults. For this matter, we ve investigated: 1) examples of humiliation involving third parties (HUTER) and/or personally experienced by the participants (HUPES); 2) judgment of representation of reality (JRR) on the participant s reaction towards personal humiliation considered most important in the past and hypothetically in the present, as in the non-deafness hypothetical context, in the past; 3) dilemma - solution that counter poses humiliation on the job and continuity of the family, focusing on the moral judgment values (MJV) and on the JRR, and 4) JRR on the action of the main character of the dilemma in the non-deafness context. Twelve (12) deaf people participated, their age group varying between 15-25 and 35-45 years old, equally divided as to gender. We used the clinical methodology (Piaget, 1926/s.d.;1932/1994), by means of the language of signs with a structured and a semistructured interview, individually held. The obtained results allowed us to verify that youngsters more than adults, spontaneously mentioned HUTER examples. In relation to HUPES situations, adults provided a larger number of answers than youngsters. We verified that in relation to the JRR on the reaction towards humiliation considered the most important, in the past and hypothetically in the present, there was a change in judgment. In the past, the main answers refer to no reaction and to run away from or to leave the place . In the present, to try to talk was a reaction taken into account, as well as a new kind of answer: to reciprocally despise . In relation to the action in the past, on a hypothetical non-deafness context, there was an alteration in the JRR, since we detected a new answer category: to search for other friends . For the JMV and the JRR referent to the decisions of the main character of the dilemma-story, the answer to go on with the work was kept in both, although there were differences among the justifications. In the same way, the non-deafness context only influenced the justifications for the answers of the already mentioned dilemma. Therefore, humiliation was considered in the everyday life of the participants, and moreover, the relations between: past/present, deafness/non-deafness context, and MJV/JRR qualitatively influenced their judgment.

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