Relação entre a organização do trabalho pedagógico e a formação e prática docente diante da indisciplina escolar nos anos iniciais do ensino fundamental

Abstract

This work sought, through a bibliographic survey in the specific literature and documentary research, contextualizing the relations established between the organization of work teaching, training and teaching practice in the face of school indiscipline. In the context Specific, the research aimed to identify in the literature studies and debates on indiscipline school; relate teacher education and practice, emphasizing the pedagogical work collaborative in the face of such a school problem; know the theoretical and methodological orientations of coping with indiscipline in the school context. School indiscipline shows itself throughout of time as a matter of concern to educational actors as it comes from transforming the teacher-student relationship and compromising the teaching-learning process. According to what was found in this research it should be clarified that indiscipline is a phenomenon that, to be tackled, needs the full participation of all. Authors such as Luckesi (1999); Piletti and Rossato (2018) and Parrat-Dayan (2018) highlight that school and family actions need to complement each other, they must assume their responsibilities. For the unruly acts that permeate within homes reflect directly in the classroom and at school, as well as bad educational work Done only tends to create more conflicts and disorders generating more indiscipline.