A formação ética nos documentos oficiais que regulam e norteiam a educação brasileira

Abstract

The present research was born of a deep concern about the institutionalized gap between daily action and ethical action, as well as the possible relationship between it and the positivist verticalization of school knowledge in national territory. It is important to emphasize that we are not born ethical, we become ethical, because it is through the educational process that the human being is humanized and socialized. Therefore, understanding the school as a social institution that, among other functions, promotes the construction of knowledge, the resignification of it and of the experience, and instrumentalizes people to act on reality, it should be attributed to it its part in the construction of this ethics. It was on this parcel that the current work researched. In order to understand and delineate how the Brazilian school curriculum conceives the theme "ethics" and if there is a commitment to a formation in this perspective, the research carried out a detailed and critical documentary analysis of the four main official documents that regulate and guide national education, highlighting the points of intersection between them and the researched theme, recognizing the advances and denouncing the weaknesses. The documents analyzed were: Federal Constitution (1988); Law of Guidelines and Bases of National Education (1996); National Curricular Parameters (1997) and General National Curricular Guidelines for Basic Education (2013). During the documentary analysis, the main focus was on Elementary School, since the research also seeks to highlight the need for the insertion of the contents of ethics from the beginning of school life. To understand and base the research, it was necessary to rescue the conceptual discussion about ethics and morality, as well as about the social function of the school, making it possible to analyze ethics in that context. The basilar references are the productions of Lawrence Kohlberg (1987, 1990 and 1991), the same author through Angela Maria Brasil Biaggio (2002), the researcher Bárbara Freitag (1989 and 1992), Pérez Gómez (1998), Demerval Saviani 1994, 1996, 1999 and 2010) and Bernard Charlot (2013). With the critical analysis of the documents, it was possible to perceive the ethical conception established in the official documents of Brazilian education and to identify the presence of ethical training in them. However, the study lays bare a commitment to such a poorly grounded and shallow formation, where many of the points of intersection between the ethics and the documents analyzed are not clearly established, lack the interpretive effort to find them. This finding does not dismantle, on the contrary, it strengthens the gap between daily action and ethical action. Therefore, the research revealed that there are attempts anchored in the dimension of ethical formation, but the denounced fragilities preclude a clear and effective proposal from this perspective. It is hoped that the present study will contribute to research in the field of ethics within school education, to serve as a basis for new academic contributions in order to overcome the weaknesses denounced here and to favor the school's effective commitment to ethical training.