A família e a cultura de valorização da vida desde o útero materno

Abstract

This dissertation addresses the influence that education for and for love in the family exerts on the formation of values and virtues of the developing child, mainly in the constitution of those values and virtues that will lead to the formation of a culture of valuing human life from conception. It was intended to investigate whether education for and by love, when carried out by families, could exert some influence on the formation of personal and social values and virtues, especially in the appreciation of human life since the conception. The family is understood as the main space for human development and cultural transmission, while love is understood as an active force, the origin of all human virtues that make a person good. To support the research, studies by different authors were sought, such as Victor Frankl, Erich Fromm, Pierpaolo Donati, Leonardo Boff, Paulo Freire, Alain Badiou and Jean-Jacques Rousseau. The adopted methodology was a qualitative case study type, using the semi-structured interview technique. The participants were 08 (eight) women from 04 (four) different families, with 04 (four) mothers and their mothers, from different socioeconomic and cultural classes, aged between 25 and 83 years. A form containing questions that investigated the sociodemographic profile of the informant and her spouse or partner, when available, was used, as a data collection instrument, as well as a semi-structured interview script. The results show two categories that portray the predominant values in the researched families as well as the adopted education strategies for and by love: love-virtue and love-care. The first encompasses the values and virtues derived from love, learned by second generation women in their families of origin and which are now transmitted to their children, namely: respect, responsibility, solidarity, unity and cooperation and education. The second category was named because it was identified that love is closely linked to care. Who loves, cares and educates through education strategies for and for love that, in this study, were revealed to be 04 (four): the example given, the setting of limits, the attribution of responsibility and dialogue. The results indicate that, despite the moral insensitivity present in contemporary culture, the essence of the human being is love. The interviewed families showed that when the individual receives love, he tends to give love, to become a good, caring and responsible person, who respects life in a broad way and the life of each person in the world in its entirety, from the start their formation in the mother's womb.