Indisciplina escolar discente nos anos iniciais do ensino fundamental: compreensões e tendências teórico-conceituais

Abstract

This study is part of the Research Line on Education, Society, and Culture of the Postgraduate Program in Education at PUC Goiás and is titled "Student School Indiscipline in the Early Years of Elementary Education: Theoretical-conceptual Understandings and Trends." Its general objective is to identify in the Early Years of Elementary Education, with the following specific objectives: a) historicize the concept of the body, docile and discipline bodies, and school indiscipline in the educational field; b) identify the conceptions of the subjects involved in the educational process regarding indiscipline in field research productions; c) map the gaps in the analyzed productions for future studies. The guiding question is: what are the authors conceptions, whether scholars or not, regarding school indiscipline in early childhood years? This is a qualitative bibliographic research in the form of a "State of Knowledg" study (MOROSINI, 2014), grounded in Pierre Bourdieu¿s(1993)sociology, conducted through the mapping and analysis of academic productions from the Digital Library of Theses and Dissertations (BDTD), with a temporal scope from 2012 to 2022. As theoretical framework, it presents the concept of body and its historicization; the field of education: doxa, nomos, and the constitution of habitus according to Pierre Bourdieu; the concept of docile and disciplined bodies according to Michel Foucault (1999), as well as the concepts of discipline and indiscipline according to authors Aquino (1996), Estrela (1994), Freire (1987), Foucault (1999), Garcia (1999), Parrat-Dayan (2008), Rego (2016), Vasconcellos (1995), among others. Among the findings, it was identified that indiscipline trends are multi-causal, as well as the representations of the subjects (children) who perceive indiscipline from a different perspective than adults. Last, gaps were identified in the productions, such as the absence of the concept of children and childhood, as well as the lack of a methodological research framework with children (Sociology of Childhood) in studies that involved children as subjects