Starting from an exploratory case of a primary school, we go over the experience of value formation through the usage of the school’s everyday life opportunities, due to the fact that the school decided not to perform a specific “program” for value teaching. The study is bases on a hypothesis that relates interaction to values, this way, observation and characterization of in- school relationships, as it tries to verify the ongoing actions of behavior limited to the values dictated by the values of the school.
This study takes advantage of the qualitative investigation and looks into the meaning and values that the educational performers that put the school’s speeches and the familiarity feeling. In such a way that the questions regarding the efficiency of value teaching will not be answered by a careful review of the pedagogy or the moral education taken during class, or in a school-like scene. This is about answering it from the observation of in-school interaction (while at classrooms, yards), with the family, and other student activities.
This study points out the value of formation efficiency given recognizable evidence of equality, inclusion, respect for others, diversity and peaceful conflict regulation. The study ends with preliminary thoughts about the possibility of the selected option chosen by the case school, above all, the relationship between the challenges of going past the everyday feeling and being included in character building. In the same way, new questions are posed coming from what was found during this investigation.