Processos educativos e a formação da virtude cidadã

Abstract

From an analysis of the ethical context in the training of individuals, under the necessary citizen perspective, it is possible to identify an environment of extreme competition, emerging as one of the main reasons for the prevailing behavior, far from virtue. To understand the virtue itself, one deepens into a dialogue within their concepts, since Plato, addressing his teaching, moral and intellectual aspects, as well consciousness and words. A clear understanding of virtuous deeds is identified as a deficiency, besides the fact that several other interests prevail, far from an ethical behavior. The provocative effects of an active and incisive language, especially in speech, were investigated, mainly in religious and political environment, and it stands out serious implications from the perspective of ethics. It is also impressive the shortage of works addressing these aspects, as if this context was meaningless. Happiness is discussed as a possibility resulting of ethical stance, particularly when collective. While discussing whether ethics is a science or not, the fact that its object is good and evil and that his goal is happiness, there was no opposition. The research of the historical behavior of the individual leads to the conclusion that this issue is more contemplative in the ideas, than in the conduct of daily practice. The result is a flagrant distortion of values, leading to a misguided search for happiness through power and money. The aim of this study was to identify the need for education to incorporate the teaching of virtue, as a path to citizenship and a broader sense of happiness. The findings bring the possibility of concrete and effective results for the improvement of life through the introduction of ethics in educational processes. The proposal of the discipline is the effort of education to form character, skills, knowledge, language and intellectual powers, besides the cultivation of sensitivity to virtue, from basic to higher education as a cross-sectional discipline and compulsory to all courses. Finally, it is concluded that in addition to all the points raised, knowledge and education are useless without an effective approach. It is the challenge of what and how to make it happen, an imperative, a predicate to change the plan of ideas into reality to be experienced for everyone.