Sentidos de escolarização na perspectiva de estudantes considerados indisciplinados: análise a partir do uso dos métodos visuais e das redes sociais

Abstract

This survey was conducted by the graduate program in education at the University of the West of São Paulo (UNOESTE), more specifically the research line "public policies in education, formative processes and diversity". The school environment is permeated by conflicts that, in many cases, manifest themselves in situations of indiscipline by students. The knowledge on the subject is limited to establish descriptions of behaviors considered inappropriate and assign causal relationships to explain its source. Based on these considerations, we defined as objective to analyze the ways of education assigned to teenagers who are considered unruly students. It is a qualitative research, exploratory-descriptive character, whose design has been approved by the Research Ethics Committee (CEP)-CAAE nº 80119417.5.0000.5515. The field work was conducted in a public school in a small town in the interior of São Paulo State, with high school students nominated by the management team of the school. Data collection occurred through the production of photographs held by the participants, who were told to register situations, spaces and any other element related to the positive and negative aspects identified in the school context. Then, individual interviews were carried out by means of a semi-structured script about the meanings assigned to the images produced. All material produced for the interviews was recorded and transcribed for further analysis. The results were organized by explanatory categories and themes, namely: 1-A (DIS) Organization of public school and the repercussions on the behavior of the students; 2-psychosocial aspects associated with school indiscipline; 3-Destabilizing rhetoric about the indiscipline hegemonic at school. The results indicate that students are subject to a schooling model that excludes, whose educational goals are external to their expectations and desires. Although students seem unmotivated and disinterested, they are not unrelated in relation to their enrollment process. And, lastly, the results revealed that, despite all the adversities which students are subjected to, they can experience moments of playfulness and joy at school.