The work presents a quantitative and qualitative analysis of dissertations, theses, and articles published from 1990 to 2003 on the relation between ethics and education, and associated issues (discipline, authority, limits, violence at school). The criteria employed in the analysis were: 1) the amount of academic production; 2) definitions of ethics and moral used; 3) theoretical frameworks adopted and presence of empirical research; 4) adoption or otherwise of critical stance in relation to society and to school; 5) presence of pedagogical proposals for the ethical education of students; and 6) reference or otherwise to the document Ética dos Parâmetros Curriculares Nacionais (Ethics of the National Curriculum Parameters). The main conclusions were: 1) the number of publications on the theme of ethics and education has increased in the last years, although the amount remains small; 2) ethics is, almost invariably, related to directions derived from the recognition of rights and duties, therefore references to the classical theme of the "good life" are virtually absent; 3) philosophy, sociology and moral psychology are the theoretical frameworks that most inspire the reflections; 4) there is little empirical research; most texts are speculative and critical; 5) pedagogical proposals for the ethical education of students are practically absent, as are references to the National Curriculum Parameters.
Ethics; Moral; Education
