Indisciplina e currículo praticado no ensino fundamental

Abstract

It is a qualitative, exploratory and analytical inquiry about the forms of interference exerted by indiscipline on the practiced curriculum in elementary education. It was based on theoretical studies and content analysis, the perspective proposed by Bardin (2011), the data obtained in the field by means of a questionnaire administered to fifteen teachers of a public school from the State School System of Paraná, in São José dos Pinhais, here called “Alpha school”. It has been theoretical frameworks as a set of authors with emphasis on the prospects of the relationship to knowledge, according to Charlot; pedagogical event, as Meirieu; practiced curriculum as Sacristán, and indiscipline as a phenomenon of learning, according to Garcia. The field research was conducted with the aim of understanding the meanings attributed to indiscipline of students, to identify the typical teaching situations over which indiscipline usually interfere, and to understand the forms of interference exerted by indiscipline on the practiced curriculum and effect changes by teachers in their practice accordingly. It concludes that indiscipline would constituting while resistance force capable of interfering in the power equation on that structure relationships between teacher and students in the school, expressing their resistance to teaching practices, relationships and learning activities presented to them and provided by teachers in school. Stand out as typical teaching situations over which indiscipline usually interfere: the exposition and explanation of content by teachers, the collective achievement of the learning activities for the students , and also on the processes of interaction between these actors, changing their routines, questioning its statutes and hampering the conduct of teaching or carrying out the proposed activities. The indiscipline would thus interfering directly with the curriculum, reshaping the goals, learning expectations, and the syllabus designed by the teacher, reconfiguring the planning and execution through the teaching practices of teachers and that they now have to your students as activities and resources to develop their learning. The modeling produced by the teacher about the curriculum, from the interference exerted by indiscipline, presents itself through attempts to implement changes or maintenance of forms, rituals and statutes involving these practices and structure. These procedures, however, would constitute ways to curb indiscipline, while attempts to reestablish control over the students and homogenization of the class, not resulting in substantial changes in the conditions of teaching and learning, nor the quality of the relationships and interactions they establish with students.