SILVA, E. P.; http://lattes.cnpq.br/8396686389175265; SILVA, Elaynne Pereira da.
Résumé:
The aim of this study is to question the teacher 's education in order to face the
challenges of behaviors called indiscipline in the daily life of the school. It is hoped to map
the understandings of teachers and the educational literature, the concept of discipline and
indiscipline. A posteriori to think if other understandings are possible. We start from the
theoretical hypothesis that both discipline and indiscipline carry a pejorative connotation
impregnated with prejudices and stereotypes of corporeity. The intended discussion is to
rethink from a case study the bodily concerns, be they of movement or speech, analyzing
possible motivations and implications in the teaching and learning process. We chose
qualitative research with an analytical description of a case study with a nine-year-old child to
help us better understand the form and motives that contribute to these concerns. In this way,
we hope to contribute with teachers and parents a better understanding of what causes the
child to such restless behaviors. For a good development in the study will be realized
observations in their family, educational and social environment. Before the study, we
realized that it takes a teacher's care in the actions of the students. The teacher is very
concerned about the content to be applied and forgets the essential, which is observation and
dialogue that can not be lacking between teacher and student. The importance of continuing
education for teachers, who are often accommodated only by their graduation, is noticeable.
The family is in a dilemma for failing to respect the rules and limits, but what parents need to
know is how to enforce those boundaries, which often appear to be order. The child feels the
lack of affection for the father and this contributes to the indiscipline. The lack of dialogue is
also present in the family life of the child and his indiscipline proves to be a way to draw the
attention of parents.