Indisciplina escolar: conhecimento e práticas pedagógicas relacionadas

Abstract

The article aims to identify the pedagogical practices carried out by the teachers across the situation of lack of discipline in the classroom. Over a bibliographic survey in the specific literature, identifying concepts and causes of lack of discipline, it was possible to consider indiscipline as a problematic factor for the school environment, which can negatively affect not only the processes of learning and training of students, but also in the Teaching practices. Therefore, it is important that the teacher knows how to face indiscipline. Faced with these challenges, the study was developed methodologically with the participation of the study 6 primary school teachers of a municipal public school, aged between 24 and 68 years. Most with specialization and with more than 20 years of acting in the classroom. The data were collected through an interview script and analyzed through the content analysis and the proposal of the Natural Semantic Networks (RSN). The qualitative analyzes indicated the fragility and the inconsistency of certain pedagogical practices exercised by the teachers and that the knowledge about the indiscipline needs to be expanded. Most of the interviewees referred to the phenomenon as an inappropriate behavior of the student in front of the rules or norms of the school and whose causes, in the attribution of the majority of the teachers, comes from the student's family, that is, those who have no limits at home or those With serious family problems. To address the problem of indiscipline, the teachers point the dialogue with the student and the family. We conclude that teachers consider indiscipline as an obstruction and that it intervenes in the teaching and learning of students, but that the teacher continues to transfer the problem and seek the cause only in the family