Trying to bring to light the logic which characterizes action in school and with the objective of revealing the disciplinary mechanisms which are created, repeated and renewed in school practice, we connected a game children play during the break between lessons and a situation during teachers' council; these flashes suggested ways of reflecting on the prohibition and control exercised in the school routine. Historically, schools have used handwriting as a mechanism to "tame" bodies and souls; on the other hand, when they do not recognise the complexity of the "deserving game", the school adopts and colligates disciplinary measures which produce subjectivity mechanisms. The action research which we have been developing with primary school teachers aims at investing in the formation of a collective researcher - the group. Thus, just like in a game of light and shadows, we have jointly promoted the reading and understanding of those situations from the inside out, which allowed us to reveal the existence of violence of school towards children, through the debate about violence in schools.
school routine; violence; discipline