Mecanismos de disciplinamento: a escola como um espaço de controle e disciplinarização dos corpos

Abstract

Guided by discussions on disciplining mechanisms, particularly the discussionsproposed by Foucault, this work aimed to understand how students in a public school perceive the relationship between disciplining mechanisms and learning, in addition to identifying how disciplinary mechanisms are defined and organized. the school and analyze the action of these mechanisms in the practice of everyday school life. Therefore, in the methodological path, we adopted a qualitative research with an interpretive approach that was carried out with students in the third year of elementary school in a public school. As a data collection instrument, we resorted to document analysis of the school's internal regulations and the pedagogical political project (PPP), as well as a focus group composed of eight students regularly enrolled in the researched school. Regarding the document analysis, the results indicated that the school adopts disciplinary mechanisms that are defined within the state public system and that it institutes these mechanisms as practices in everyday school life. With regard to the focus group, students perceive discipline as necessary to promote harmony in the classroom. However, they emphasize that the excess of discipline collaborates to make the school environment oppressive and limiting. The data also revealed that students do not consider the discipline as a factor that promotes learning, indicating the need for more humanized and flexible practices. In this sense, considering the public school as the future field of work for undergraduates, it becomes relevant to discuss this topic during the training course of teachers as an important aspect to be faced in the struggle to improve the quality of education.