Desenvolvimento dos valores morais nas crianças: proximidades e diferenças entre Vigotski e Piaget

Abstract

This course conclusion work aims to seek answers to the following research problem: to understand how the development of moral values ​​in children takes place in the perspective of Piaget and Vygotsky. Bibliographic research was used, using writings of these two authors, as well as those of some commentators. The internal articulation of the text begins with the exposition of the concepts of value and morality, based on a historical-philosophical reflection. Then, the theoretical foundation based on Piaget and Vygotsky is presented. Finally, a comparative analysis is made between the Piagetian perspective, based on the cognitive theory based on genetic epistemology, and the cultural-historical theory formulated by Vygotsky, highlighting similarities and differences between them. The theoretical reflection enabled the understanding of moral values ​​as human constructions, which are seen by Piaget within relations of coercion and cooperation in the course of child development, linked to the phase of heteronomy and autonomy, and by Vigotski considered as cultural productions, which permeate the social relationships that direct human action.