TEMA QUENTE, CABEÇA FRIA: REPRESENTAÇÕES SOCIAIS DA INDISCIPLINA ESCOLAR PELOS ALUNOS CONCLUINTES DO ENSINO FUNDAMENTAL

Abstract

The indiscipline as a didactic-pedagogic problem at school fosters discussion and circulation of information between educators and students seeking explanations. The objective of the research is critically point out the social representations of the students from 9th grade on school discipline. Part of the hypotheses that we must understand how students perceive the discipline to seek grants aimed at improving pedagogical practices (TREVISOL, 2007). Social representations are investigated according to the dimensional approach (MOSCOVICI, 2012), dynamic/procedural (JODELET, 2001) and structural (ABRIC, 1994). The theoretical support for the social representations is used Genetic Epistemology by Jean Piaget (1994),and subsequent studies of moral development (MENIN, 1996; ARAÚJO, 1996; LA TAILLE,1996). The methodology is plurimetodológica with quantitative and qualitative perspectives. Data were collected through a questionnaire (N = 457) and interviews (N = 64). A first analysis was done from the software EVOC, SIMI, ALCESTE and SPSS for quantitative information. At another point in the content analysis of the qualitative data. In large part, the data point to a social representation of students of hegemonic basis, in tune representation of teachers, marked by its psittacism inference and less social representations of autonomous and altruistic forms occur.