Desenvolvimento de sentidos e significados dos valores éticos no processo educativo: percepções de professores e estudantes do ensino médio integrado

Abstract

The present research is characterized by a qualitative approach, applied in nature and investigative. The epistemological motivation came from the question: educate for ethical values in the educational context for what? Thus, the investigative theme emerged about ethical values and their relationship with the educational process. Therefore, the main objective of the research was to investigate the meanings of ethical values and how they present themselves in the academic method based on the conceptions of teachers and students. The following specific objectives were also delimited: to understand the conceptions of teachers and students about what they know by otherness; identify whether there is a dialogue between the conceptions of the teaching profession and professional ethics; determine whether there is an understanding of the importance of ethical values in the training of subjects; identify whether the group of students understands the training process; identify in the group of students whether there is a dialogue between life in society and ethical values; propose a moment of continued training, with the characteristic of pedagogical intervention. The organization of the methodological path consisted of the following steps: bibliographical research, as the first stage, was divided into two phases, the construction of the theoretical basis and the construction of the state of knowledge research about the theme. The main theoretical contributions are held by the authors Baptista (2005), Bauman (2021), Carneiro; Pequeno (2021), Freire (2013), Hermann (2014), La Taille (2006), Morin (2011), Scheler (2012) and Schulz (2020). The state of knowledge was constructed through research carried out in the database of the Brazilian Digital Library of Theses and Dissertations (BDTD) platform, resulting in fifteen systematized and categorized studies, presenting similarities with this research. The second stage was field research, which had as its locus the Federal Institute of Education, Science, and Technology of Rio Grande do Sul (IFRS), Campus Ibirubá, Ibirubá/RS, through interviews with two groups of students and teachers within the scope of Integrated Secondary Education. In the third stage, qualitative data was analyzed, using the content analysis methodology and the definite technique, according to Bardin (2016). The fourth stage presents the educational product, characterized as a proposal for continued training, through workshops for teachers and students. Finally, it was evident that for the group of teachers, ethical values are present in the ways of thinking about the curriculum, in inclusion and in the dilemmas between freedom, autonomy and limits. For the group of students, the mottos of friendship and welcoming are generators of ethical values, in coexistence with diversity.