2013, Number 1
<< Back Next >>
Rev Elec Psic Izt 2013; 16 (1)
the values of pupils from primary school level at privates and publics schools
Alamilla ME, Lebrija AC, León MR, Hermosillo GA
Language: Spanish
References: 13
Page: 197-218
PDF size: 247.38 Kb.
ABSTRACT
The values attitudes and behaviors are narrowly-connected due
to the first remain together by facts, intentions and purposes
that we qualify as bad or good. So the values contribute to
make to personality, satisfying a psychological necessity and
formative need off the man: that give him a good stability. The
values are showed beyond of the individual scope and they
cover all the human relationship area, achieving one collective
dimension. It makes that works them on basics elements for
leveling the social action and seek that works on the standard
function then requires the coexistence. The relevance of
education in values makes us watch to the school like a suitable
place for his own research; being that it is one of the institutions
that has contact with the boys since his fairly live, making the
work fine to evaluate and train about values for the students.
This is why the way off this job was to confront and compare the
opinions and morale values from the students of a private
school or public school then they were studying 1º, 3º and 6º
degree of primary school. We give them nine pictures on cards
that show one social activity, seven off them were showing
nasty acts or behaviors. We ask to each boy speak about the
actions showed and then identify the moral value that was
exactly pictured or performance on each picture. The results are
showing that all boys make minds even at all pictures. However,
it was big disagrees when we point about the showed value on
the way off course and kind of school.
REFERENCES
Araujo, U.F. (2000). La construcción del juicio moral infantil y el ambiente escolar cooperativo. Revista del Departamento de Psicología Educacional, 26, 151-163.
Echavarría, G.C. y Vasco, M.E. (2006). Justificaciones morales de lo bueno y lo malo en un grupo de niñas y niños provenientes de contextos violentos y no violentos de una ciudad de la zona andina de Colombia. Acta colombiana de Psicología, IX (01), 51-62.
Deval, J. y Enesco, I. (1998). Moral Desarrollo y Educación. Madrid: Anaya.
Hosch, H.M. y Ramírez, J.I. (1998). Necesidades y Valores: un análisis transcultural agregado. Revista de Psicología y personalidad, 1 (2), 149-159.
Hernández, S.R., Fernández, C.C. y Baptista, L.M. (2010). Metodología de la Investigación. México: Mc Graw-Hill Interamericana.
Kohlberg, L. (1989). Estadios Morales y Moralización. El Enfoque Cognitivo Evolutivo. En: Turiel, E.; Enesco, Y. y Linaza, I. El Mundo Social en la Mente Infantil. Madrid: Alianza.
Martínez, R. (1998). Valores Humanos y Desarrollo personal. Tutorías de educación secundaria y escuela para padres. Madrid: Escuela Española.
Muñoz, V. J. (2009). La Importancia de la Socialización en la Educación actual. Revista digital de Innovación y Experiencias educativas 14, 1-9. http://www.csicsif.es/andalucia/modules/mod_ense/revista/pdf/Numero_14/JOSE%20MARIA_MUNOZ_1.pdf
Newman, W. L. (1997). Social research methods: Qualitative and quantitative approaches. Boston: Allyn & Bacon.
Ortega, R. P. y Mínguez, V. R. (2003). Familia y Trasmisión de Valores. Revista de Educación Ediciones Universidad de salamanca, 15, 33-56.
Piaget, J. (1992). Seis estudios de Psicología. Barcelona: Labor.
Valdez, M.J., González A.L., Cambrón, C.C. y Sánchez, V.Z. (2008). Los Valores en niños mexicanos y francés. Red de Revistas Científicas de América Latina y el Caribe, España y Portugal, XV (002), 133-138.
Wright, H. (1970). Norma y Acción. Una investigación lógica. Madrid: Tecnos.