Investigando o desenvolvimento de uma ferramenta de análise usando as perspectivas de ontologia moral

Abstract

The socio-environmental crisis experienced today, such as global warming, requires changes in the educational system that envision socio-political actions in their curricula. Integrated CTSA/HFC approaches that use QSCs as a teaching strategy to promote socio-political actions have been used, even on a small scale, in order to educate more socio-environmentally responsible citizens. Therefore, only the conceptual content of science and technology is not enough, and it is also necessary to consider the procedural and attitudinal dimensions of the contents to be taught in basic education. The moral and ethical values (contemplated in the attitudinal dimension of the contents) that support socio-political actions can be taught and expressed through verbal and non-verbal language, being re-signified by students as they are learned. So, it makes perfect sense to use tools that analyze discourse to assess the ethical position of students in science teaching research with a view to promoting socio-political actions. The present study therefore aims to propose tools that allow the analysis, through language, of trends in relation to the ethical tendency of the students' moral ontology. For this purpose, the Moral Ontology Positioning Analysis Tool (FAPCom) was developed, which brings together elements of Critical Discourse Analysis and the Analysis Tool of Social Language Appropriation of School Science (FAALSCE). This tool is divided into three parts: social practice analysis, discourse analysis and text analysis. In the first part, it analyzes which themes were considered in the student's positioning, assessing whether they are consistent with a hegemonic or non-hegemonic discourse, what type of value is given to nature (intrinsic or instrumental) and what is the ethical tendency of moral ontology presented by the student. To analyze the heuristic value of the FAPCom the responses given by students, in the first year of high school, were analyzed for a case applied during the sequence on global warming (SARMENTO, 2021). The results, analyzed, indicate that most students attribute intrinsic value to nature, tending towards senciocentrism and/or ecocentrism. It is important to point out that in most speeches we find more than one trend of moral consideration. We believe that this is a good result, because what counts is that education manages to promote the expansion of moral consideration. We conclude that FAPCom can be used to analyze the tendency of students' moral ontology.