Discutindo indisciplina a partir da disciplina: uma análise das concepções de licenciandos dos Cursos de Matemática e Biologia

Abstract

This study, inserted in the research line "Science Teaching Practice", proposed to bring some initial analyzes about indiscipline, since it is one of the major topics discussed in the educational area. The research had as general objective to identify the conceptions of teachers in initial formation of the courses of Degree in Mathematics and Biology on discipline and indiscipline. To achieve this general objective, the following specific objectives were outlined: 1) to identify the relationship between the conceptions of the teachers surveyed in initial training, on discipline and indiscipline; 2) to reveal how the subject of indiscipline has been approached in the initial training of these teachers; 3) build the concept of indiscipline from the concept of discipline according to the concepts of those surveyed. For this, a qualitative descriptive research was carried out, with thirty-four undergraduates in initial training of undergraduate courses in Biological Sciences and Mathematics in the State University of Ponta Grossa (UEPG), in the Municipality of Ponta Grossa-PR. The data were collected through the application of a sociodemographic questionnaire and a questionnaire with guiding questions-. To organize and analyze the collected data, we used the Discursive Textual Analysis (DTA) by Moraes and Galiazzi (2011), from which it was possible to identify five main categories and some subcategories: Category I - Perception about the concept of discipline; Category II - Perception of indiscipline; Category III - Frequent causes and motivations regarding indiscipline in the classroom and in other spaces; Category IV- Characterization of the undisciplined student and Category V - Factors responsible for the student's indiscipline. Our results indicate that undergraduates understand a relationship established between discipline and indiscipline and that the avoidance of indisciplinary acts can occur from the construction of collective and clear rules, established through a didactic, dialogical, reflexive and democratic contract, to enhance the learning process. It was also found that indiscipline, as a polysemic phenomenon, has numerous causes and motivations, such as: the lack of limits, family problems and social condition, lack of interest of the student, omission of the school team, relationship between peers and non-targeting, school structure, lack of motivation and lack of perspective, reproduction of experiences, distress call and affective issues. The undergraduates still bring, in their speeches, that there are innumerable factors that cause indiscipline in school spaces, which is associated with the family nucleus, the school, the student himself and the social environment in which he is inserted. Thus, it is concluded that there are numerous factors that can generate or minimize acts considered undisciplinary, and that the real understanding of its conceptualization can be a way to avoid the phenomenon.