Concepção de professores do ensino fundamental sobre indisciplina escolar: um olhar de compreensão como ponto de partida

Abstract

The general objective of the present work is to verify the conception of the concept and the mediation action by teachers of elementary schools regarding school indiscipline. To attain such aim, we counted with the participation of eight teachers of elenentary teaching, like pedagogy, psychopedagogy, geography, and history. The interviewed professionals presented also age and time of service quite diversified. For the data gathering it was used a model of structured script with seven questions about the theme, besides the biosociodemographic questrionary , in order to characterize the sample. To be informed about the objectives of the research and give pedrmission for its publication, the professionals involved signed a Term of Clear Free Consent (TCFC), respecting the Resolutions nº 466/2012 (BRAZIL, 2012) and 510/2016 (BRAZIL, 2016) by the Health National Council, that deals with researchs about human beings. The interviews were done separately, and the recording of the answers was duely allowed by the paricipants. The teachers were questioned in their reespective institutions and the sessions lasted about 20 minutes each.. The technique of content analysis by Bardin (2011) was emplyed in the interpretation of the terachers´ answers, These answers were organized up from the objectives of the research, in three general categories: 1) Conception about school discipline; 2) Factors related to indiscipline; 3) Strategies of the teacher´s mediation facing cases of school indiscipline. In what concerns the first cathegory, according tho the teachers´view, school indiscipline refer to the breaking of institutional rules by the students , verified in inadequate behavioral attitudes that disturb the pedagogic and learning processes. Such situations may be related to diferent factors: familiaries; of school structure and organization; (non attractive classes, relationship between teacher and student, for example); students´ personal characteristics (Cathegory II). Finally, with respect to strategies of mediation facing school indiscipline (Cathegory III), a half of the participants declared to have already developed some school Project aiming at the prevention of indiscipline, besides acting envisioning a dialogue, strategies of incentive and motivation as tools for the understanding the possible motives that initiate indiscipline and to help students to quit such practices as well. These results relate to others observed in the specialized literature and looking at them one can observe in future studies in what measure the role os school management, structure, planning and organization of classes and of the dynamics of relationship teacher/student and student/student may be related to the presence of indiscipline in the scholar context.