A INDISCIPLINA NA EDUCAÇÃO INFANTIL: ANALISANDO FATORES E CAUSAS

Abstract

 In the present article we intend to expose a discussion and provoke reflections about the question of school indiscipline, properly, in the context of Early Childhood Education. We propose to investigate, theoretically, if it is possible to talk and think about indiscipline in the first stage of Basic Education. This issue has become complex and questions about its veracity make it an important issue to be discussed when we think about the issue of school indiscipline and, mainly, its prevention. Therefore, in this theoretical and qualitative study, we intend to expose this discussion, exploring the concepts of school indiscipline and recent research in the area of Early Childhood Education that address the existence of this educational phenomenon, in order to finally answer the question. We start from the idea that, just as not every disorderly action can be considered indiscipline, not every disorder that compromises learning and relationships can be considered appropriate and characteristic of the age group. Therefore, highlighting an action that can be classified as indiscipline and that in Early Childhood Education is clearly differentiated from the others, can not only allow the continuity of this manifestation, but also affect the development of this child, as it compromises their process of learning. learning, having as possible consequences, the impairment of their cognitive, affective and moral development. Research reveals that attitudes of intolerance to frustration, difficulty in adapting to collective and normative life, aggressive reactions, disturbances in school work and disrespect for others are actions identified as indiscipline, that is, as contestation, as resistance to rules, to the sense of community, from collective, to discipline. And students who manifest these attitudes, in addition to disturbing the teaching-learning process of the entire classroom, are mainly compromising their own school performance.