Resumen de Hablar, no golpear.
- español
En esta investigación se entrevistaron a 15 niños y 15 niñas de entre 10 y 11 años de edad sobre una historia hipotética que contiene una transgresión moral, molestar a un hermano, y dos tipos de sanciones aplicadas de forma simultánea: golpe y regaño. Se les entrevistó sobre la opinión y el porqué de lo sucedido en la historia.
El análisis se realizó por medio del método inductivo, construyendo categorías a partir de los datos. Los resultados refieren la desaprobación del daño físico, pues se considera inapropiado e ineficaz, aunque el infractor debe recibir una sanción. Se proponen y aceptan técnicas disciplinarias que involucran el diálogo como una forma para sancionar las transgresiones morales, asimismo se evalúa la función de la sanción como correctiva y preventiva.
Abstract:
This research included interviews with fifteen girls and fifteen boys ages ten and eleven, regarding a hypothetical story that contains moral transgression�bothering a sibling�and two types of sanctions applied in a simultaneous manner: hitting and scolding. The children were asked about their opinions and the reason for the event in the story. The analysis was carried out with an inductive method by constructing categories based on data. The results refer to the disapproval of physical harm, which is considered inappropriate and ineffective, although the children believe the transgressor should receive a sanction. Disciplinary techniques that involve dialogue as a means of sanctioning moral transgressions are proposed and accepted, and the function of the sanction as corrective and preventive is evaluated.
- English
Abstract:
This research included interviews with fifteen girls and fifteen boys ages ten and eleven, regarding a hypothetical story that contains moral transgression�bothering a sibling�and two types of sanctions applied in a simultaneous manner: hitting and scolding. The children were asked about their opinions and the reason for the event in the story. The analysis was carried out with an inductive method by constructing categories based on data. The results refer to the disapproval of physical harm, which is considered inappropriate and ineffective, although the children believe the transgressor should receive a sanction. Disciplinary techniques that involve dialogue as a means of sanctioning moral transgressions are proposed and accepted, and the function of the sanction as corrective and preventive is evaluated.
