Concepções dos professores das séries iniciais em relação a indisciplina escolar.

Abstract

Indiscipline school is a situation that is worrying scholars, educators, families and managers, it has become increasingly common in and outside schools. Formerly, indiscipline was regarded only as a contrary behavior of the student in relation to learning, ie, the student Who was not paying attention in class, was dispersed, talking in parallel, did not meet the proposed duties. What else is worried educators regarding school discipline is that measures must be taken to stop or at least minimize this problem. Based on this question, this paper provides a central issue teachers' conceptions of the initial series against indiscipline school, aiming to: analyze the conceptions of teachers in the early grades in relation to school discipline. Therefore, we adopted the procedure as a method qualitative, descriptive and use as na instrument for data collection interview. The results show that for teachers, the characteristics of vision undisciplined student teachers are aggression, rebelliousness, being disorganized, unruly, learning difficulties and lack of attention. With the completion of this survey it was revealed that teachers have a negative view regarding the undisciplined student, put the blame for indiscipline in the child, parents, family, social environment in which it operates, and does not refer to the school as a medium that can contribute and lead to changes in children's behavior. Measures to be adopted by teachers facing the problem of school indiscipline, it is the use of sanctions, chats and even exclusion. This means that teachers have enough trouble and, to some extent, lack of measures that are effective in combating indiscipline. This makes it possible to realize the conceptions that teachers have about the school indiscipline and their actions against this problem.