Práticas pedagógicas de intervenção em contextos de indisciplina

Abstract

This paper has the objective to analyze the pedagogical practices of intervention carried out by teachers in the final years of primary school, in contexts of disciplines. It was developed based on interviews with a group of teachers in a public school in Curitiba. It is common to find in school indiscipline related to behavior problems. According to Garcia ( 1999, p. 102) the idea of indiscipline shouldn’t be restricted to behavior dimension, because in pedagogical scope indiscipline may has the origin in other factors. In this research, we chose to focus on the context of the classroom because it is in this environment that usually the teacher faces some indiscipline situations that interfere in the teaching-learning process and in that moment the interposition should contribute positively or negatively for the process. In the theoretical substantiation of this paper, we show a perspective in the school education and explore some ideas of sociologist Bernard Charlot. In another point, we selected a group of theorists to explore the concept of discipline. Then, we present a reflection about the concept of indiscipline, which have been assigned different meanings according to the considered context. Next, we describe the context of indiscipline, specific for the school environment and that interfere in the process of teaching and learning. We also present a discussion on the concept of intervention in the context of indiscipline, which is understood as a strategic action that includes several pedagogical practices that can be originated both school board and school coordination, or even the teacher in the classroom. Subsequently, we present the development of the fieldwork, which supplements the theoretical foundation of this dissertation. In the final part, we present the analysis of pedagogical intervention of teachers, in contexts of indiscipline. At the last moment, we describe the final considerations, recovering some items that were mentioned in the literature review and identified in the field research of this dissertation.