| Summary: | 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.
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