A EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES?

Abstract

This research aims to analyze the conceptions of the state school teachers of the city of Ponta Grossa, Paraná, Brazil, regarding education in building values. The research started from the premise that it is necessary to understand the conceptions that teachers have, as the teaching profession is a social practice, set in a cultural process, historically produced, and the school is a suitable environment for educating students in a democratic society; besides being responsible for the socialization of knowledge. Thus, this study intends to seek contributions from the teachers' conceptions to understand the role they play in school, trying to identify if they recognize their role in the values education and recognize the school as a privileged environment for building values. This is a research developed in a qualitative perspective (CRESWELL, 2014) with teachers of six state schools of the city of Ponta Grossa - PR. Data collection took place in two stages: the first with a questionnaire (N = 51), and the second by carrying out semi-structured interviews (N = 6). Data were analyzed using content analysis (BARDIN, 2011). For the theoretical research framework, we have chosen authors that deal with education and values, as Serrano (2002), Delval (2010), Araújo and Puig (2007), Imbernón (2011) and Gallo (2012). In addition, we situated the research in the historical time of contemporaneity, supported by Cambi (1999). Research results show that the majority of teachers who were surveyed believe that the school might even be a place to educate in values, but the educational institution is performing this function because the family would not be performing its role. There is no great emphasis on school as a privileged environment in order the education in values materializes, according to the surveyed teachers. We also noticed that only one teacher is responsible for the education of values, as a conscious attitude. Most teachers develop this role in relation to values as a passive attitude, which was delegated a demand to them that they judge it is not theirs. It was noticed, with the completion of the investigation, that education in the construction of values does not materialize in only one body. We believe that it materializes when the school reflects on its aims, considering the integral education of the student as one of its purposes, the teacher reviews his/her posture and practices, admitting to him/herself that his/her role favors the constitution of the individual; and the definition of values, here rethought due to a larger context, the society, not as innate or simple internalization but as affective construction of individuals throughout their lives.