01. March 2015 · Comments Off on Schools · Categories: News · Tags:

A confirmation raised for Freire, of that to also teach is an ethical commitment: ' ' It is not certain, over all of more cold, more distant &#039 and the point of view democratic, that I will be so better severe professor the more; ' cinzento' ' the affectivity puts me in my relations with the pupils … is not found excluded of the cognoscibilidade. What I cannot obviously allow is that my affectivity intervenes with the ethical fulfilment of my duty of professor in the exercise of my authority. I cannot condition the evaluation of the pertaining to school work of one pupil to the greater or minor to want well that he has for ele.' ' (FREIRE, 1996, p.159-60). Being thus, the education in values in the schools can, however, if to give of opposing form to the doctrinal way. The school does not need to have a declared and assumed moral code or of values, and the adoption of values would be an individual, personal question.

In these schools, the body of professors can completely be diverse in terms of the adopted values more and its transmission is in charge of each one, of assistemtica and accidental form (MENIN, 2002). Thus, for example, even so let us evidence that in recent years they have fortified a position antiviolence in the schools, as the campaigns for the peace, since 1998 we observe, however, at the same time, courses for daily pay-school professors, that the physical violence between children can be admitted as a form to carry through justice. Still way predominates common sense replies that it is a form joust to decide conflicts between children. It is important questioning in them if this cannot lead an aggressiveness of adolescents in the future (MENIN, 2002). In a research carried through for Shimizu (1998), professors of the initial series of the public net in a city of the So Paulo interior had been interviewed, evidenced that they knew very little of the psychological theories that could give a base to them to carry through some type of moral education and that they used, in the great majority, opinions of the common sense to decide what he is moral, immoral or as to educate morally. .

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