Ethics in science education: moral development in discussions

Abstract

This paper reports outcomings of a research in which the main goal was to verify the teachers' attitudes
related to the controversals originated between evolutionism and creationism and the pedagogical implications which could bring to the moral development of the involved in the process. Using the semiotic as a resource to analyse High School biology teachers' discourses, subjects of research, were beneficial to students moral autonomy, even when contrary to the teachers' position. The attitudes performed in the discourses still show disapproval to teachers that inhibit the students moral development process. However, the absence of some ethical perceptions, shows traces left by the past educational lines and defects in teaching formation, contributing negatively to the students moral development process.