El proceso de reconstruccion democratica de la cultura escolar se plantea desde las siguientes ideas: La transformacion de la escuela, tal y como la conocemos actualmente, es un proceso inevitable porque el contexto social, politico, economico y cultural asi lo exige. Esa transformacion puede producirse atendiendo a distintos intereses. Desde nuestro punto de vista, el mas legitimo seria orientarla hacia una profunda reconstruccion democratica de su cultura. Esa reconstruccion no solo responderia a las demandas del contexto, tambien seria una respuesta justa al universo pluricultural que representa su alumnado, especialmente para aquel que proviene de zonas desfavorecidas. Lo que exige una explicacion acerca de por que esa reconstruccion la consideramos una respuesta justa. La reconstruccion democratica de la cultura escolar exige dar respuesta a las siguientes cuestiones: -  ?Que es una buena escuela? -  ?Que entender por educacion democratica? -  ?Que caracteristicas deberia tener una escuela democratica? -  ?Como se puede llevar a cabo la reconstruccion democratica de la cultura escolar? Lo que exigiria realizar una breve descripcion del contexto en el que nos desenvolvemos; la descripcion del alumnado mas vulnerable; y la respuesta a las preguntas que aparecen formuladas en el apartado numero tres. Como quiera que este texto debe tener una extension limitada, nos vamos a centrar solo en algunas de estas cuestiones. Asi, hemos dedicado un apartado al contexto; otro, a la identificacion y descripcion del alumnado vulnerable; un tercero a la explicacion de la injusticia que sufre en la escuela actual el alumnado mas desfavorecido y, en esa medida, por que la reconstruccion democratica de la cultura escolar es una respuesta justa a las necesidades de ese alumnado; y un cuarto, y ultimo, apartado a la caracterizacion de una escuela democratica.

El Crecimiento moral: de Piaget a Kohlberg

La transformación democrática de la cultura escolar: Una respuesta justa a las necesidades del alumnado de zonas desfavorecidas

The study describes the future goals and concerns of institutionalized adolescents, and also identifies their attitudes towards the past, the present and the future, comparing them with a group of non-institutionalized adolescents with similar characteristics. It is a descriptive study with a transversal design, of 34 institutionalized and 41 non-institutionalized adolescents between 15 to 17 years old. The instruments were the Motivational Induction Method (MIM) and the Time Attitude Scale (TAS) (Nuttin, 1985). Goals are related to interpersonal contacts, the self-realization and the self. Institutionalized adolescents show more goals related to the development of aptitudes and a major necessity of interpersonal contacts associated with the fear of the damage caused by settling these relationships.

/pdf/perspectiva-temporal-futura-en-adolescentes-s44kjo64xt.pdf

Perspectiva temporal futura en adolescentes institucionalizados

The fact that sport makes character has been admitted for a long time, considering it a generator of moral values and socially desirable qualities. However, it has been proven that sport practice, by itself, does not educate, but should be practised in a specific way so that it provides all the moral values proclaimed by the classics. In addition, physical education has been considered an appropriate context in order to point pupils towards the interpretation of sport practice in a positive way. According to researchers, social and personal values in physical education and sports can be developed by applying the techniques of social learning (reinforcement and modelling) and structural development (resolution of moral dilemmas). That is why, in this article, we are presenting the implementation process and the results of an intervention program applied to the context of school physical education for the development of moral reasoning in students. Although the duration of the program has not allowed for the observation of big changes, the orientation of a significant number of pupils towards higher levels of moral reasoning has been proven, so this system can be relied on as an alternative support to traditional physical education. KEY WORDS: Moral development, adolescents, moral dilemmas, secondary education.

https://dialnet.unirioja.es/descarga/articulo/2279058.pdf

Enseñando razonamiento moral en las clases de educación física escolar

The awareness and knowledge about the value patterns in adolescents is an important aspect to understand their moral development. The moral theory of Kohlberg, based on a evolutionary- cognitive approach, has been and still is a perspective from which this field can be investigated. This approach presents some limitations though, and that is why it is attempted to connect this Kohlbergian theory with the ecology of Bronfenbrenner, which has a culturalist focus. The goal is to understand integrally the moral development, and specifically the value patterns of young people. Both theories are a suitable framework to analyse themoral development of the subjects within a certain context. To implement this idea a research was carried out to discover the dilemmas, the moral values and the level of reasoning of adolescents in relation to the theories of Kohlberg and Bronfenbrenner. The theoretical evaluation and the empirical conclusions of this investigation lead to psycho-evolutionary approaches and possible intervention strategies.

/pdf/la-contribucion-de-la-psicologia-ecologica-al-desarrollo-43zcwt9r4v.pdf

La contribución de la psicología ecológica al desarrollo moral. Un estudio con adolescentes

In this article, he wants to show us some thoughts about the education the theory of Kohlberg deals with, and he also wants the teachers to participate in the important contributions of their work, because it can easily happen that important educational initiatives for investigations of great authors may pass unnotrad when we are carrying out our day to day work on the classroom. He tries to project some of the principal points that the theory has about moral development and compare some of the basic ideas of his work with those of other authors meanly the work of Piaget, in order to come up with a series of practical conclusions applicable to what in classroom.

/pdf/laurence-kohlberg-teoria-y-practica-del-desarrollo-moral-en-2ajjsmkixr.pdf

El Crecimiento moral: de Piaget a Kohlberg

Citations

La transformación democrática de la cultura escolar: Una respuesta justa a las necesidades del alumnado de zonas desfavorecidas

Perspectiva temporal futura en adolescentes institucionalizados

Enseñando razonamiento moral en las clases de educación física escolar

La contribución de la psicología ecológica al desarrollo moral. Un estudio con adolescentes

Laurence Kohlberg: teoría y práctica del desarrollo moral en la escuela

Related Papers (5)

Psicología del desarrollo moral

El criterio moral en el niño

La educación moral

El desarrollo del conocimiento social: moralidad y convención

The measurement of moral judgment