Indisciplina e suas redes de significação no cotidiano escolar: olhares sobre uma escola de Nova Iguaçu

• Ano de defesa: 2013
• Autor(a) principal: Silva, Flávia Macêdo da
• Orientador(a): Sangenis, Luiz Fernando Conde
• Banca de defesa: Araújo, Mairce da Silva , Berino, Aristóteles de Paula
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - Processos Formativos e Desigualdades Sociais
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: BR
• Palavras-chave em Português: Indisciplina; Cotidiano escolar; Desigualdades sociais
• Palavras-chave em Inglês: Indiscipline; School daily life; Social inequalities
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10027

The present study aims to investigate the processes related to indiscipline. We wonder about the uses of space / time of the school that are considered discordant by the institutional rules: what networks of meanings the subjects involved in the events of ndiscipline rely on the choice of their practices? We try to understand what power relations are established in the school environment, provided that the indiciplinated acts involve dynamics that clash with the hierarchical assumptions of the school. The ways in which students labeled unruly deal with the reference from the hegemonic culture - represented in the school culture - are thought in this research from two erspectives: (1) the insurgency as part of , habitus thus entered in the beam of possibilities that corroborates with strategies that perpetuate social inequalities (2) or as plastic reaction, as a tactic that modifies the social reality of the school and its power relations. The investigation involves students in the afternoon (6th to 9th grade of elementary school) in a public school in the city of Nova Iguaçu, State of Rio de Janeiro. The research proposes two stages, the first, by analyzing the occurrence book, a notebook where the names of the students considered undisciplined are written, as well as their acts sorted by the teaching body as inadequate; and a second, which sets up a focus group to investigate the meanings attributed to indiscipline, and the perception of what activities considered as indiscipline. Such discussion on indiscipline may contribute to a critical reflection on the school institution, as for the power struggles that occur among school actors, while still relying observing these social actors as belonging to networks of relationships both pragmatic and symbolic