Education for ethical coexistence: an emergency

Authors

DOI:

https://doi.org/10.5335/rep.v28i3.11411

Keywords:

Ethical, Values, Education, Pedagogical practices, Teacher training

Abstract

In times of crisis in various fields of contemporary life, it is urgent to affirm the role of the school in favoring the construction of values ​​in the constitution of solidary, cooperative, empathic, and just individuals. The purpose of this work is to present principles of education for ethical coexistence, showing some inspiring educational experiences. To this end, it describes reports of Brazilian and Spanish school projects raised from two descriptive studies. We collected the reports through visits to schools that developed practices to improve living, and we conduct semi-structured interviews with teachers or the management team. The actions described involving: the diagnosis of school needs with the involvement of the internal and external community; the systematization and institutionalization of actions; the development of moral practices based on democratic management and the enhancement of protagonism; the initial and continuing training of teachers and other members of the educational community. Even considering the specificities of each institution mentioned here, its region, or country of origin, we hope that the illustrations brought, with emphasis on its principles and practices, will inspire fruitful reflections on the urgency of education for ethical coexistence and ways of organizing it.

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Author Biographies

  • Juliana Aparecida Matias Zechi, Instituto Federal de Ciência e Tecnologia de São Paulo

    Juliana Aparecida Matias Zechi, PhD in Education at the São Paulo State University - UNESP, Brazil. Assistant Professor in the Federal Institute of Education, Science and Technology of São Paulo. Member of the Psychology of Morality Working Group of the National Association for Research and Graduate Studies in Psychology (ANPEPP). Develops research on school violence, Ethical coexistent, school climate, campus climate and teacher training.

  • Loriane Trombini Frick, Universidade Federal do Paraná

    Loriane Trombini Frick – PhD in Education at the São Paulo State University - UNESP, Brazil. Associate Professor at Federal University of Paraná, Brazil in Department of Theory and Fundamentals of Education. Member of the Psychology of Morality Working Group of the National Association for Research and Graduate Studies in Psychology (ANPEPP). Develops research on bullying, anti-bullying strategies, interpersonal conflicts, campus climate, and ethical coexistence at school and university.

  • Maria Suzana De Stefano Menin, Universidade Estadual Paulista

    Professora Titular aposentada do Departamento de Educação da Faculdade de Ciências e Tecnologia da Unesp, campus Presidente Prudente. Livre docente e titular pela Unesp, Doutora pelo Instituto de Psicologia da Universidade de São Paulo. Membro do GT de Psicologia da Moralidade da Associação Nacional de Pesquisa e Pós-graduação em Psicologia (ANPEPP).

Published

2022-07-04

How to Cite

Education for ethical coexistence: an emergency. Revista Espaço Pedagógico, [S. l.], v. 28, n. 3, p. 1123–1148, 2022. DOI: 10.5335/rep.v28i3.11411. Disponível em: https://ojs.upf.br/index.php/rep/article/view/11411. Acesso em: 16 oct. 2025.