Erro educacional fundamental: Teoria, dados, implicações

Abstract

Based on Fuller’s distinction between a morality of duty and a morality of aspiration, this study examined if the fundamental education error is already present at preschool level and if this type of «error» becomes more likely with increasing school. Eighty-one preschool and school children were first presented with moral, prosocial, and academic items representing either adherences to, or violations of norms, and then asked to choose to blame or punish the wrongdoer versus to praise or reward the rightdoer. Consistent with our fundamental-educational-error hypothesis, results show that preschool children commit themselves the fundamental education error, sand that this type of error becomes more likely with increasing school. Educational implications of these results are finally discussed.