Marcelo Andrade’s research while affiliated with Pontifical Catholic University of Rio de Janeiro and other places

Resumo: O artigo aponta para uma educação que atente para a diversidade cultural nas sociedades contemporâneas. Trata-se de um ensaio teórico motivado pela constatação da existência de relações conflitivas no cotidiano escolar, causadas, em geral, pela falta de reconhecimento e respeito às diferenças identitárias. Para fundamentar uma educação moral para a diversidade, buscou-se aprofundar o diálogo entre a ética do discurso de Jürgen Habermas e a psicologia do desenvolvimento de Lawrence Kohlberg. A fim de superar alguns limites universalistas de Habermas e Kohlberg para o enfrentamento de problemas relativos às diferenças, suas abordagens foram cotejadas, respectivamente, com as críticas de Charles Taylor e Carol Gilligan. A partir dessa fundamentação teórica, o artigo assinala a importância de práticas pedagógicas que possibilitem que as diversas culturas se expressem e sejam reconhecidas como manifestações legítimas das diferentes identidades que configuram uma sociedade plural. Palavras-chave: Habermas; Kohlberg; Educação moral; Diversidade. Abstract: The article focuses on education that is attentive to the cultural diversity in contemporary society. It constitutes a theoretical essay motivated by the observation of the existence of conflictive relations in the school quotidian, caused, in general, by lack of recognition and respect for identity differences. In order to form a foundation for a moral education for diversity, it was sought to deepen the dialogue between the discourse ethics of Jürgen Habermas and developmental psychology of Lawrence Kohlberg. With the aim of overcoming some universalist limits of Habermas and Kohlberg in facing problems regarding differences, their approaches were collated, respectively, with the criticisms of Charles Taylor and Carol Gilligan. On the basis of this theoretical foundation, the article stresses the importance of pedagogic practices that enable diverse cultures to be expressed and recognised as legitimate manifestations of different identities, configured in a plural society. Keywords: Habermas; Kohlberg; Moral education; Diversity. Data de registro: 23/06/2012 Data de aceite: 19/02/2014

How do secondary education pupils mobilize the concept of justice to deal with moral dilemmas? We have tried here to answer this research question based on empirical data and on some of Habermas's conceptions, especially the concept of procedural justice and the criteria of equality, equity, reciprocity, and role exchange. The gathering of data was made through the articulation of two methodological strategies: focal groups and the resolution of moral dilemmas involving issues of justice and human dignity. The focal groups attempted to understand the interaction between the subjects, that is, their emphasis lies on the interlocution, which turned out to be fundamental for this study of the cognitive challenges posed by the concept of justice under a discursive perspective. The moral dilemmas, in their turn, appear as hypothetical situations and, in the present investigation, they stimulate the strong involvement of the research subjects with the proposed situation. Among the possible conclusions, the research indicates that youngsters do not hesitate when challenged to take a position with respect to problems involving their beliefs and convictions. In this sense, the study reinforces the pertinence of using debates as a strategy in pedagogical practice, so that within the space and time of the school several worldviews and personal characteristics can be expressed.

Although very diferent from one another, the concepts of multiculturalism and interculturality have grown in importance in the educational discourse. Several studies have brought such concepts closer to the curriculum field, the pedagogical practice and popular education. To contribute to the debate on the foundations of education, this work focuses on two theoretical approaches regarding ethical and epistemological issues. This is intended to reframe the intercultural perspective, in education, with an emphasis on the concepts of truth, pluralism and tolerance through a dialogue between Karl Popper and Norberto Bobbio. Based on the former, this paper shows how the concept of truth can help us understand a proposal for intercultural education, while the later allows it to advance from epistemological issues to some of the ethical challenges faced by pluralism and tolerance in the pedagogical practice.