A (In)disciplina na escola e o processo de constituição de sujeitos no cotidiano da sala de aula

Abstract

The objective of the present study was to discuss how discipline or indiscipline is kept in the classroom and its influence on teachers and students of the 1st grade of the Elementary School. As the issue of (in)discipline can be studied under various aspects, our focus is on the Historical-Cultural Psychology, considering the experiences lived in the school daily life as being important for children and teachers behaviors, and for the relationship between each other. We understand that the teacher participates in the learning and behavior processes of the student, as well as the student also contributes to the teacher's behavior, as both experience significant social situations in the school and in the classroom, what configure their social and individual histories. We then, asked: how were the rules of behavior in the school built along the time? At the moment, which are the rules (explicit and implicit) that invigorate in the school and in the classroom? Who defines those rules? How is the teacher's work when dealing with the students and the discipline? In what way educational practices developed in the classroom influence students and teachers in their relationship with (in)discipline? Who is the undisciplined student? How is he/she seen by the teachers? What do the students think of themselves, of their teachers and of the school? We used a participant observation as a form of data construction. We also interviewed the teacher and her students, developing the technique of autoscopia the subject watches him/herself on a video and make comments on what is seen. We participated of the daily life of a public city school in Uberlândia/MG, observing the classes of a teacher. It was possible to notice that the teacher's practices are directed to keep discipline in the classroom, even with a group that doesn't present undisciplined behaviors. We verified that the School institutional organization, as well as the relationship between teachers and students doesn't get to flee of a logic to discipline that invigorates in the society. Particularly in the school, the relationship teacher-studentknowledge has been marked by an exercise of the teacher's power in relation to the students. We associated such facts to the effective culture in the school in which teachers and students are involved. That culture, in many ways, contributes to the maintenance of those facts. At the same time, the teacher with which we worked demonstrates a special and peculiar way to deal with the School institutional organization and with her students. The children, on their turn, also create mechanisms that escape from the teacher's control. Their individual practices, doing things in a hidden way for example, or the (re)appropriation of the teacher s orientations demonstrate a subject "art of doing" that is constructed in the school and classroom daily life.