Ethics in teacher education: Analysis of curricula of Pedagogy courses in Mato Grosso do Sul, Brazil.

análisis de los planes de estudio de las carreras de pedagogía en Mato Grosso do Sul, Brasil

Abstract

This study analyzed the presence of ethics content in the curricula of Pedagogy courses in three public universities in Mato Grosso do Sul, Brazil. Through a documental analysis of the Course Pedagogical Projects (PPC), we identified that ethics is addressed in a general manner, with an emphasis on principles such as respect, justice, and equality. However, there is a predominance of deontological ethical reasoning and the anthropocentric perspective, with limited exploration of other ethical perspectives. Ethics is often associated with inclusive education and human rights, demonstrating a concern with the development of ethical citizens committed to social justice. However, the lack of theoretical depth on ethics makes it difficult to train teachers so that they can be able to deal with the complex moral issues present in pedagogical practice. It is suggested that ethics be more integrated into the curricula, with the goal of training professionals who are better equipped to promote a high-quality and transformative education.