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O presente trabalho busca compreender as contribui??es que a literatura pode trazer para a forma??o moral da crian?a, na Educa??o Infantil. Esta pesquisa tem por base a narrativa de minha pr?tica profissional com um grupo de conta??o de hist?rias em uma escola de Educa??o Infantil da rede particular da Regi?o Metropolitana de Porto Alegre e busca analisar diferentes situa??es de questionamento e di?logo que podem ser indicadores de forma??o moral. esse grupo contou com oito crian?as entre 4 anos e 5 meses e 5 anos e 7 meses. Foram mapeados os conceitos de escola, inf?ncia, crian?a, literatura, ?tica e moral, pensando nas formas como a educa??o em geral e a literatura em particular podem contribuir para a forma??o subjetiva, tanto moralizante como emancipat?ria. A partir do relato pessoal sobre experi?ncias de conta??o, foram mapeados epis?dios de ?deslocamentos de ideias?, ?reverbera??o de experi?ncias vividas?, ?entrela?amento com outras experi?ncias? e ?empatia?, e trabalhadas as categorias ?moraliza??o? e ?forma??o moral? de modo a analisar a forma como ocorre a forma??o moral do sujeito. PALAVRAS-CHAVE: Crian?a. Inf?ncia. Educa??o Infantil. Literatura Infantil. Forma??o moral. This paper seeks to understand the contributions that the literature can bring to the moral format ion of children in Early Childhood Education. This research is based on the narrative of my professional practice with a storytelling group in a school of Early Childhood Education of the private network of the Metropolitan Region of Porto Alegre and seeks to analyze different situations of questioning and dialogue that can be indicators of moral formation. this group had eight children between 4 years and 5 months and 5 years and 7 months. The concepts of school, childhood, child, literature, ethics and m orals were mapped, thinking about the ways in which education in general and literature in particular can contribute to subjective formation, both moralizing and emancipatory. From the personal report on counting experiences, episodes of "displacements of ideas", "reverberation of lived experiences", "intertwining with other experience s" and "empathy", and worked the categories "moralization" and "moral formation" worked in order to analyze how the moral formation of the subject occurs. Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES

Cet article présente l’analyse de trois recueils de textes littéraires publiés en Espagne dans la première moitié du XIXe siècle : un ouvrage anonyme (1829), intitulé Recueil en prose et en vers, des plus beaux morceaux de la littérature française […] ; la Colección de autores franceses […] (1829), de Alemany, et les Leçons françaises de littérature et de morale […] (1839) de F. Tramarría y Carranza. Leur rapport aux Leçons françaises de littérature et de morale de F. Noël et F. de la Place y est étudié. Quelques allusions sont faites également à d’autres types d’ouvrages où des textes littéraires sont proposés pour l’apprentissage du français. L’essor des textes littéraires comme matériel d’un enseignement linguistique, moral et culturel (littéraire) y est montré. This article presents the analysis of three collections of literary texts published in Spain in the first half of the 19th century: an anonymous work (1829), entitled Recueil en prose et en vers, des plus beaux morceaux de la littérature française; Colección de autores franceses […] (1829), by Alemany, and the Leçons françaises de littérature et de morale […] (1839), by F. Tramarría. Their relationship to Leçons françaises de littérature et de morale […] by F. Noël and F. de la Place is pointed out. Some allusions are also made for other works where literary texts are proposed in order to learn French. The development of literary texts as material for a linguistic, moral and cultural teaching is shown there.

Este artículo tiene como objetivo analizar algunas tendencias acerca de la recepción de la literatura infantil que privilegian la formación moral y la comprensión de la multiculturalidad; a partir de la interpretación y contraste de las puestas teóricas acerca del papel de la literatura infantil en la formación de los niños. En esta reflexión se desarrollan algunos presupuestos conceptuales sobre las relaciones que se tejen entre literatura infantil, formación moral y cultura, como son: autonomía estética y provecho moral en la literatura infantil; inserción ideológica multicultural en los textos infantiles y posibilidades de la obra literaria como vehículo de transmisión y reivindicación ideológica en la sociedad. Desde estos ejes de análisis, el artículo concluye que la literatura infantil, en contraste con las funciones morales y culturales, contribuye a la construcción simbólica del sujeto que toma conciencia de su injerencia en el mundo. The purpose of this report is to present the results of the analysis of some trends in children's literature which privilege moral education and the understanding of multiculturality. Such analysis has been done by means of the interpretation and contrast of the theoretical assumptions on the role of this particular type of literature in children's education. Based on this critical reflection, some essential categories about the relationship among children's literature, moral education and culture were stated: first, the link between aesthetic autonomy and moral benefit in children's literature; second, the inclusion of multicultural ideology in children's texts; and finally, the power of literature as a means of cultural transfer and ideological vindication in society. This article concludes that moral and cultural functions implicit in children's literature actually contribute to the subjective symbolic construction and generates awareness on the function and responsibility of the human being in the world.

The article addresses the problem of the education and moral training situation at German school of the late XIX, early XX c., as described by Hans Fallada in his autobiographical work «Damals bei uns daheim». From the German writers memoirs we learn how he himself experienced the stagnant pedantry of the Prussian school system, where any kind of freethinking was throttled, and the main criteria of education were Prussian rigour and discipline. Hans Fallada does not draw any conclusions, he just pictures the situation, which makes it possible for us to see: the learners achievements depend upon the atmosphere that prevails at the institution. The article is the extention of the research on the problem :«Conditions of German young people’s spiritual and moral values formation on the borderline of XIX–XX c.» (on the material of the period literary works).

The article addresses the problem of the education and moral training situation at German school of the late XIX, early XX c., as described by Hans Fallada in his autobiographical work «Damals bei uns daheim». From the German writers memoirs we learn how he himself experienced the stagnant pedantry of the Prussian school system, where any kind of freethinking was throttled, and the main criteria of education were Prussian rigour and discipline. Hans Fallada does not draw any conclusions, he just pictures the situation, which makes it possible for us to see: the learners achievements depend upon the atmosphere that prevails at the institution. The article is the extention of the research on the problem :«Conditions of German young people’s spiritual and moral values formation on the borderline of XIX–XX c.» (on the material of the period literary works).

新渡戸稲造が欧米の読者を念頭において日本的な「礼」を論じるにあたっては，読者の教養に訴えて日本の文化をいわば西洋の伝統文化に照会しつつ論を進めているということがある。この執筆態度のうちにやや強引な牽強付会を見ることも可能かもしれない。また執筆の進行と展開において，彼の信仰が色濃く顔を覗かせているとも言えよう。しかし，丹念に彼の議論を追うと，彼の眼目は東西の文化の細目に現象する差異に拘泥することにはなく，むしろ礼儀の外的な振舞いの根底に横たわると想定される動機に遡って，礼儀の本質を見極めようとしていることが理解されるであろう。ここではそうした事柄の消息を以下新渡戸の著作『武士道-日本の魂』の第六章に的を絞って少しばかり考察を加えてみたい。, Quand il, Nitobe, veut traiter les politesses japonaises, il se trouve une chose particuliere qu'il poursuit ses resits tout en presentant les contre-parties culturelles d'Europe et d'Amerique qui semblent aller de pair avec elles. On y pourrait voir une sorte de raisonnement tire par les cheveux. Ou bien on purrait supposer qu' il y ait un facteur qui exerce son influence sur l'argument force. Ce serait la religion chretienne de Nitobe.Mais, on peut aussi croire que le fait soi-meme qu'il se sert de la fasion de parler comme sha nous suggere de penser que les politesses d'Europe et d'Amerique peuvent bien aller de pair avec celles du Japon. Dans ce cas-la il nous semble que Nitobe fasse un effort pour voir un quelque chose d'universel grace a quoi nous nous entendions l'un l'autre.

Objectives: The aim of this cross-cultural research is to study and compare the psycho-socio-moral development of the youth in Iran and Germany in the Eastern and Western society considering different components of both societies. Materials and Methods: The statistical universe of this research is 16–20-year-old high school students in Hamburg and Tehran. Three hundred students (150 females and 150 males) were randomly chosen through multi-stage sampling from the Northern, Central, and Southern parts of each of these two cities. A test similar to Kohlberg's moral measurement was made to assess the level of moral development. This test was compiled regarding cultural variables (Iranian, German, mythic, and modern) and new conflict triggering issues that were not considered in Kohlberg's moral measurement and it was standardized in two languages and cultures simultaneously. Back-translation cross-cultural methodology was used to assess the equivalence of the two tests in two languages and two cultures. Result: To compare the moral development of Iranian and German youths, a test of mean for independent groups was carried out with the hypothesis that cultural and time components will significantly influence the results. According to the final results, moral development is significantly higher in German youths than in Iranian youths. Although the mentioned measure had reflected other conflicts in the different cultural atmosphere, it was not influential except in the case of the fourth story. Conclusion: This finding implies the need for revising the moral training procedures based on developmental psychology.

Šiuolaikinė pedagogika remiasi humanizmo idėjomis, pagrindinis pedagogų ir tėvų dėmesys koncentruojamas į vaiko asmenybės ugdymą, jo vidinio pasaulio formavimą, humanistinių vertybių perteikimą, todėl jau ikimokyklinio amžiaus vaikams turėtų būti skiriamas didelis dėmesys doriniam ugdymui. Ugdant dorą ir aktyvią asmenybę reikšmingiausias vaidmuo atitenka pedagogams ir tėvams, jų turimoms vertybėms, vaiko kultūrinei aplinkai namie ir darželyje. Auklėjant muzika ugdytinis net neįtaria, kad jis yra auklėjamas, nes muzika nemoralizuoja, nemoko doros taisyklių. Muzika moko klausyti ir girdėti, skatina aktyvaus pažinimo pastangas, leidžia užsimegzti glaudesniam bendravimui su meno vertybėmis, kurių veikiamas vaikas, kaip ir suaugęs žmogus, gali patirti gilesnius emocinius ir mentalinius išgyvenimus. Daugelis žmonių visą gyvenimą išsaugoja vaikystėje įgytas muzikines savybes, jai pakankamas buvo muzikinis ugdymas. Vaikas savyje nešiojasi muziką, kuri spontaniškai veržiasi išsilieti. Jai pedagogas, tėvai padės jai išsilieti ir toliau puoselėti, išauginsime geresnį, doresnį, kultūringesnį ir laimingesnį žmogų. Children are our future, the power of creation. Them we supervising, educating, developing. The spirit world of child fast changing for him does influence our community, they cherishing values. Child is great source of opportunities, witch could dry, if by him will touch bad artisan hand. Therefore in psychic of child should we penetrate very careful. This master work fundamental purpose is research, if music educate moral of child? This topic I missed analysis, although in intellectual climate of Lithuania same problems constantly treating. So my work purpose is topical in Lithuanian concept context. At this master work I experimented to answer at his question, with reference varied science literature and articles. Special impact power of music for human since many centuries ago cognize, priests, philosophers. Philosophers accent, that in great music, language of intonation expressing and specifically feel as integral unity of being meaning. Plato said „formative perfect Citizen first place belong to music”. By V. Lansbergis „music in general meaning is life, love expression with all their variety”. Music make child happy, help to be disciplined, and do impact to child vision, feelings, emotions, behavior. The music learns to hear, stimulate active interesting in art. And by impact of these factors the child and adult human could feel great emotional and mind experience. Music is one of great ways to relax and to joy. If pedagogue or parents help cherishing music... [to full text]