SILVA, Maria Givanilda da.; SILVA, Sandra Isabel Sales da.
Resumen:
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.
