http://szondi.pte.hu/document/szondiana2014.pdf Publisher / editeur : International Szondi Association (ISA) Reference: International Szondi Association (ISA), Societe Internationale Szondi (SIS) at Szondi Institute, Krahbuhlstrasse 30, CH-8044 Z Janina Sanches & Clara Juareza PereiraSzondi in education: ethics in culture and in choice........................................................................236 1. Introduction Szondi in education:ethics in culture and in choice Clara Juareza Pereira and Janina Sanches This article is a reflection to a quantitative-qualitative ethnographic study and research developedduring the months of March and April, 2014, which began with two groups of students of theFaculty of Law of a private university in the NorthEast of Brazil, as co-researchers. Theoreticalfundaments are based on Lipot Szondi s (1893-1986) theory of choice. Bringing Szondis (1970,2008)) theories to the anthropological studies of the culture of Education is due to the importance hegave to the familial unconscious and the family being a close partner of education.Methodologically the process began with the film projection of Neighbourhood Sounds, directed bythe Brazilian filmmaker Kleber Mendonca Filho, 2013, which is about life in a particular urban areain the city of Recife, NorthEast of Brazil. It focuses on how life takes a new direction when fourmen of a group of an informal security service sell protection to the families of this particularurban area. After the film projection, our co-researchers were asked which of the several socialapproaches of the film they wanted to investigate in their own reality in the city they live. To oursurprise, they chose the family complicity with the offender. They referred to the character of a richold man who said he had a grandson who used to steal car stereos and he advertised the informalsecurity men that he did not want his grandson to be bothered. As groups choice was taken, we decided for the quantitative first part of the research. Studentswent into the field to investigate and 288 questionnaires were completed on two basic questions: 1)Whenever active or passive corruption occurs in a family, do you join to impede it? 2)Whenever an offender is recognised in the family, does the family cooperate to prevent him/her?Results found showed that family choice is to not impede corruption (85% of 180 answers) and tonot impede the offender (59% of 108 answers). After this result, we decided to start the construction of a theoretical methodological tool forteachers. Based on Clara Juareza Pereiras experience as as psychoanalyst, since the eighties usingthe Szondi-test and my studies dedicated to the Continuous Teachers Training courses, we createdfour Tables that explain in very simple terms Szondi's Vectors and Factors. Also providing proposalsof activities, in the hope that this knowledge contributes to the understanding of what ethics are; Szondi in education: ethics in culture and in choice 236 Szondiana 34how to implement ethical activities in daily routine of the educational environment; to discussethical principles so that students can internalise them and to evaluate the visibility of ethics inactions. We introduce Szondis theory, the concepts about the Four Vectors and Factors; the Contactdrive or need for security and participation; the Sexual drive or Corporeal need; the Surprise driveor Affectivity need which is fundamen-tal for ethics and the Ego drive (the