Indisciplina na educação infantil na perspectiva de professores.

Abstract

This paper is intended to discuss the topic "indiscipline in early childhood education from the perspective of teachers" according to this problematical question: How is it work with students in early childhood education with inappropriate behavior and parental guidance and without parental guidance? To answer this question, this study aims to analyze the perception of teachers about inappropriate behavior of students in the classroom; to distinguish the school behavior of students who have their family guidance and those who do not have; and, to discuss the different types of family behavior related to school teaching-learning process. The study on the subject emphasizes the point of view of authors, as well as reports of three teachers from Early Childhood Education in private institutions in the city of Cajazeiras, Paraíba, Brazil. The methodology consisted of a qualitative study using semi-structured interviews with six questions and a dialogue between the researcher and the respondent. Through interviews it was noted that family presence is relevant in the education of children, the so-called family and school partnership, and a notorious differentiation in the behavior of the children and in their cognitive development. During the research, we realized that there are teachers concerned to do differentiated work with undisciplined children in the classroom, using the dialogue, using recreational activities, even noticing the omission in the school participation of some families and the school itself in some situations, and they perceive themselves as good education professionals.