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ABSTRACT
This research presents as goal a critical analysis of the concept of cooperation from the book
The Moral Judgment in Children of Jean Piaget, and practical applications for moral
education developed from this concept. We find that these applications incorporate to the field
of moral education instrumental rationality and thus may result in conservative moralizing
techniques, refuting some critical possibilities that perhaps had the Piagetian concept of moral
judgment. The work uses as a theoretical reference the Critical Theory of Society, in
particular some works of Adorno and Horkheimer. Among the contradictions identified on
constructivist proposals stands out the instrumentalization of moral education, proposed by
Kohlberg from the Piagetian framework, which results in moral education techniques and
reducing the morality of the problem to a question of individual development. We consider
the relationship between morality and respect for the law as an essentially contradictory
relationship, since Piaget assumes that there can be a harmonious relationship between the
individual and the rules in capitalist society. The theoretical proposition of the authors of the
Frankfurt School in the field of morality is to make the subject aware of the contradictions of
morality, as well as make you aware of the ways in which contradictions are expressed in
their subjectivity. From the Critical Theory, admit that contradictions should be disclosed, and
the contents of the social order, and this would result in a moral education proposal widely
different from Piaget.
Keywords: Moral Education; Critical Theory of Society; Education and Self-Government;
Cooperation and Education
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