INDISCIPLINE: PROVOCATIONS TO PRACTICE AND FORMATION OF TEACHERS

Abstract

This is a theoretical study that articulates the reflection on teaching practice and Teacher Training, based  on analysis of the implication arising from meetings of teachers with events of indiscipline in the classroom. This study arose from the need to expand our understanding of indiscipline, in view of the change in teaching practice. The aim is to show that indiscipline, when understood as an indicative, a welcome expression to tell us that something in the pedagogical relationship – teacher/student – is not well, has a creative potential in the transformation of the teaching practice.  It starts from the theoretical analysis on the need for paradigm shift in the understanding of indiscipline; place through indiscipline in the pedagogical relationship teacher-student, leading to a reading of the  indiscipline as an indicative and challenge for the reinvention of teaching practice; after then,  confronting the teaching practice and teacher training. It is concluded by stating the need to reinvent the continuing education teacher’s programs, focusing on the research of teaching  practice, having as one of its objects the teachers’ contact  with the expressions of indiscipline in the classroom.