Ética e formação: uma conexão necessária no Ensino Médio Integrado

Abstract

The central problem investigated in this dissertation is the absence of philosophical references that include the ethical dimension in Integral Education. This absence compromises the full development of students in Integrated High School (Ensino Médio Integrado – EMI), limiting their moral formation for the exercise of citizenship. The hypothesis is that the formation of moral identity enables the effective integral development of adolescents in this context. The general objective of the research is to promote the integral formation of EMI students through the application of ethical virtues. The specific objectives aim to identify the ethical perceptions of teachers and students in school situations, analyze the principles of Integral Education according to Jacques Maritain, and propose pedagogical strategies related to ethical virtues for teaching practice.The justification lies in the observation of the difficulty adolescents face in practicing moral virtues in the school environment, even though they understand ethical values. The thesis argues that ethical formation prepares young people for coexistence in society, transcending preparation for the workforce. The theoretical foundation is anchored in the thought of Jacques Maritain, Dietrich von Hildebrand, and Sucupira-Lins. Maritain (2018) emphasizes Integral Education as a promoter of moral and spiritual development. Von Hildebrand (2021) highlights the importance of virtues in authentic relationships. Sucupira-Lins contributes to the distinction between ethics and morals, emphasizing the centrality of respect. The methodology used is qualitative, based on the Sucupira-Lins Method with Greater Commitment, which involves the educational intervention of the researcher. The virtues of Reverence, Responsibility, and Truthfulness were selected for their importance and the clarity with which they manifest in practical contexts. The data collection instrument consists of a questionnaire with Pedagogical Scenarios that simulate ethical conflicts in the school environment. The data were processed through Bardin’s Content Analysis and interpreted under Ricoeur’s hermeneutic perspective. The results indicate that students identify moral values, showing the need for pedagogical practices that strengthen ethics and citizenship. Teachers recognize the difficulties in teaching virtues in the current school context. The conclusion reinforces that Integral Education requires a balance between technical skills and moral formation, promoting ethical citizens who are prepared for daily challenges. The development of a pedagogical e-book that addresses ethical education through Virtues is highlighted as essential to meet the needs of the 21st century.