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Browsing by Author "Bordignon, Nelso Antonio"

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    El desarrollo psicosocial de Eric Erikson. El diagrama epigenético del adulto
    (Corporación Universitaria Lasallista, 2005) Bordignon, Nelso Antonio
    This work shows a brief on the psychosocial development theory of Erik Erikson, and the epigenetic diagram of adults. It makes a brief of the content of each psychosocial stage and shows the diagram of adults, according to the VIII stages of the whole life cycle.
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    Implicações dos níveis de desenvolvimento moral de kohlberg na educação superior
    (Corporación Universitaria Lasallista, 2011) Bordignon, Nelso Antonio
    Abstract Introduction. This article presents the results of a research work about the implications of Kohlberg´s moral development level in higher education. Objective. To identify the state of moral development among higher education teachers, departing from the orientation they give to their lives and to those of their students, and from what they think and say they do for their students´ moral education.With the results, an analysis is done in order to establish the implications for the education of teachers. Materials and methods. A discussion about the moral dilemmas proposed by Kohlbergis made.The teachers answer a series of questions about each dilemma, justifying his/her point of view and finishing with an interview to clarify the contents of the answers. Results.11 (64,70%) teachers in the conventional level. 5 (29,40%) at stage 3 – expectations, interpersonal relationships and accomplishment and 6 (35,30%) at stage 4 – preservation of the social system and the consciousness; and 6 (35,30%) at a post-conventional level, all at the stage 5 – the social contract or the usefulness of individual rights.Discussion. The results confirm Kohlberg´s research works, in which it is said that most of people locate themselves in a conventional level of moral development. This leads to a reflection concerning the fact that higher education teachers are at that moral development level and how, then, can teachers be formed to educate children and young people for achieving higher stages. Conclusion. Therecan not be a consciousness about social and educative transformation if the members of a society (or a significant number of its leaders), and especially its teachers, do not reach a post-conventional level under moral development terms.
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    O desenvolvimento psicossocial do jovem adulto em Erik Erikson
    (2007) Bordignon, Nelso Antonio
    Introduction. This research, which has as universe a group of teachers, approaches to Erikson´s theory of psycho social development with a cualitative- cuantitative analytic focus, including both the personal and professional levels. It involves eight particular schools, with a catholic orientation, of fundamental and high school education from Porto Alegre, Brasil, in 2001. Objective. To find out how psycho social contents and syntonic and dystonic strengths are internalized in each particle, departing from the meaning of these for each teacher in their personal lives and their performances in the education field. Materials and methods. To collect the information a survey was made, with 18 questions concerning each one of the 8 psycho social practices, with different options to answer: 1-Never, 2-Rarely, 3-With a certain frequency, 4- Very often and 5- Always. The data were analysed with a SPSS 10.0 program, which works from an archive of tabulated data. Results. The research shows that Erkison´s theory on psycho social practices is valid in the personal and affective development of the teachers and the influence of syntonic and dystonic forces in their educational performances. They interact in a dynamic way, in a systematic balance /unbalance equilibrium in the personal and professional life of teachers. Psycho social crisis act during all of the life time, disregarding any sequential line in the family, personal or professional dimensions. The dialectics of psycho social crisis, for both people or society, gives birth to a desire of getting over them and keep a positive balance between them and the appearance of the forces that boost growth and positive virtues of life. Conclusion. The positive performance of this group of teachers is a proof of the premise that says that, in the normal development of a person, the extension of syntonic forces is bigger than weaknesses and dystonic forces. Is very important to go on with the efforts to keep the values of confidence, autonomy and integrity, collecting, also, their social applications and, mainly, in the teaching-learning process.