Structure of social representations of school rules
DOI:
https://doi.org/10.5212/PraxEduc.v.16.19600.078Abstract
In this text, the structure of the social representations of students from the 9th grade of Elementary School about school rules was investigated. The theoretical framework is the structural approach to social representations (ABRIC, 1994) and the Moral Development Theory (PIAGET, 1994). Data collection was carried out through a questionnaire applied to 359 students. Data analysis was performed using the SPSS, Evoc, Simi softwares and content analysis. The results indicate a social representation structured from the “cellphone and uniform”, and “respect”. There is ambivalence on the objects: on the one hand, normative aspects are found; and, on the other hand, the functional aspects. Before the value that presents normative character, there is a consensus of their need for good school life. Thus, the importance of schools to build initiatives for the moral education of students so that they are not subject to neoconservative policies based on moral heteronomy is highlighted.
Keywords: Moral education. Students. Public schools.
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