REAL MORAL EDUCATION FOR A VIRTUAL YOUNG PEOPLE

Abstract

The present article reflects young the moral attitude of front to the virtual

environment. The reflection on our object of study imposes to define them who is this

young influenced for the virtual, present world in the pertaining to school banks, and

also demands that if it evaluates which the responsibility of the school in the formation

of the technological being. As referencial theoretician we use Morin, for the definition

of the social being and Piaget, for the concepts of autonomy and heteronomia. Based in

these theories we initiate the field research observing one hundred young while they

were in two locus virtual: in the games and the InterNet. The choice for these locus was

given therefore has a bigger frequency of the virtual young in the same ones. As result

of our research we can perceive that during the computer games the young does not

interact, but has only one reactivity, therefore the determined relation action-reaction or

same adequacy has a limitation inputs that they necessarily generate always and outputs.

It does not have an exchange situation that allows acting criticamente, making possible

a bidirecionalidade in the communication process, thus inexisting the interatividade,

base for the desirable moral development: the autonomous worker. In relation to locus

InterNet, that theoretically makes possible an interaction, therefore he has a reciprocal

relationship, what he exists, in he practises, it is the anonymity, blocking such

possibility. Still in relation the InterNet one another negative aspect to point out is that it

does not have conditions so that the procedures of construction of the moral autonomy

if carry through, because the activities, the reactions already are foreseen in the

programming.