Palavras-chave
virtue ethics
phronēsis
martial‑patriotic education
civic identity
Como Citar
Resumo
O artigo reavalia a educação marcial‑patriótica contemporânea na Ucrânia à luz da ética da virtude de Aristóteles. Com base na Ética a Nicômaco (livros II–V), defendemos que o treinamento sistemático em coragem (andreia) e sabedoria prática (phronesis) pode fomentar uma identidade cívica resiliente frente às perturbações da guerra. Após delinear a evolução histórica dos programas marcial‑patrióticos desde 2014, construímos um modelo aristotélico que concebe a virtude como “segunda natureza” cultivada por meio da ação habituada e da reflexão orientada. Uma análise qualitativa de currículos nacionais (2015–2024) e de dez programas escolares exemplares mostra que iniciativas eficazes equilibram exercício físico e práticas deliberativas – debates, simulações éticas, serviço comunitário – unindo disposição corporal e escolha racional. Constatamos que programas sem o componente de phronesis tendem a uma disciplina meramente tecnocrática, ao passo que os que incluem julgamentos morais desenvolvem nos estudantes a capacidade de buscar o “meio‑termo” entre agressão cega e conformismo passivo. Por fim, propomos princípios de desenho pedagógico: (1) inserir avaliação moral iterativa nos ciclos de treino; (2) vincular cenários marciais a responsabilidades cívicas; (3) medir avanços por disposições, não só por desempenho. Ao restaurar o conceito aristotélico de virtude para a educação marcial‑patriótica, o estudo oferece uma estratégia filosoficamente fundamentada para reforçar a resiliência democrática nas escolas ucranianas.
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