A indisciplina na escola e sua relação com a aprendizagem.

Abstract

School indiscipline is a phenomenon susceptible to many interpretations and widely disseminated in the school context by some education professionals as one of the factors conditions for the low learning index apprehended by students in schools. In view of the complexity involved in this topic, we developed the present study with six T and 8th grade teachers and twelve 8th grade elementary school students Batista Leite State. We started our research based on testimonials from teachers who claim that indiscipline is a phenomenon that interferes with the construction of knowledge and the performance of the social roles experienced at school by the teacher, student, family and society. In the course of the research, we discussed some theories about the (in) disciplining bodies, as well as working on the concepts attributed to (in) discipline by educational theorists and professionals. For data collection that subsidized our work, meetings were held with the research universe when questionnaires were applied and texts related to the phenomenon of indiscipline. Based on this study, we compare and analyze the exercise of authority the teacher in the classroom; how power is established in the school space; which student's reactions to disciplinary power; we established relationships between the role of school in the social context and the expectations built by the students, their families and society; and we found that, although indiscipline is considered by the target audience of our research as a conditioning factor for the teaching-learning process, our investigation revealed that in the universe researched there are undisciplined students who learn and disciplined students who cannot learn and the school context where research has developed, it is permeated with contradictory discourses and postures.