For an integrative and pluralist ethics

Pathways to Moral Education Based on Conflict Resolution

Dados Bibliográficos

ID4986114
AutoresValéria Arantes (0000-0002-2154-6147, Universidade de São Paulo), Viviane Potenza Guimarães Pinheiro (0000-0003-4305-1089, Universidade de São Paulo)
Ano2024
Volume29
Data de publicação2024-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoRevista Brasileira de Educação (JOURNAL)
Identificadores do periódicoISSN: 1413-2478 • E-ISSN: 1809-449X
EditoraFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/s1413-24782024290043
OpenAlexW4396614796
SCIELO_PIDS1413-24782024000100224
IdiomaEN
Referências citadas16

This article aims to explore theoretical-methodological implications of the ethics of care for psychology and moral education. Taking the premise of multiple moral voices in connection, installed by Gilligan, the article analyzes interpersonal conflicts, through the Theory of Organizing Models of Thinking. From a research clipping with teenagers aged 14 to 16, in which interviews about interpersonal conflicts were applied, we present the analysis of two conflicts narrated by a young participant. We seek to highlight different phenomena of the human psyche in conflict resolution. The results showed the continuum between the desires of justice, care, happiness, and well-being in the elaboration of interpersonal relationships in different interactive contexts, giving visibility to relational ethics. Based on the results, we discuss some implications for educational practices aimed at ethical education aligned with acting for the personal and collective good

Conflict resolution · Engineering ethics · Environmental ethics · Epistemology · Moral education · Pedagogy · Political science · Social science · Sociology · Education and Critical Thinking Development · Ego Development and Educational Practices · Engineering · Ethics in medical practice · Philosophy · Psychology