Para além da bagunça: uma etnografia dos sentidos da indisciplina no cotidiano escolar

Abstract

The present ethnography aimed to analyze the indiscipline present in everyday school life, seeking to understand, from its context, its actors and their specific social configurations, the meanings it had. The field work was done from an insertion as a teacher at a public school in the state network of Minas Gerais in 2019, which I called Vermelho. In addition to the experience as a schoolteacher and all the attributions that it demands, other teachers' classes were observed. The analysis allowed to understand the institutional challenges of the school, mainly in its relationship with the State, in addition to the processes that compete with the educational project that are specific to the student world. Such processes gave new meaning to the educational dynamic, especially the relationship developed between teachers and students, which was marked by an appreciation of performative authority over the authority given to the teacher by the school institution. Furthermore, the teacher-class relationship was shown to have a relational nature, which makes indiscipline an expected and constitutive phenomenon of such a relationship. Some factors of this relationship were observed as important, namely: the control of emotions by the teacher, the ability to negotiate with students and the perception of key students within the class.