Abstract:
This article results from a qualitative-descriptive research. It was authorized by the Committee of Ethics in Research from the Fluminense Federal University, in accordance with the document parecer consubstanciado nº 2.112.310. The research was carried out in two schools in the city of Nova Iguaçu, Rio de Janeiro, aiming to identify teachers and students’ perceptions about student indiscipline and culture in school. It also intended to observe acts of indiscipline and to analyze how intercultural dialogues acts to reduce conflicts. Using Barreto (2018BARRETO, R. Indisciplina, educação e cultura. Rio de Janeiro: Autografia, 2018.), Caldeira (2007CALDEIRA, S. N. (Des)ordem na escola: um roteiro de estruturas sobre o fenômeno. In: CALDEIRA, S. N. (Org.). (Des)ordem na escola: mitos e realidades. Coimbra: Quarteto, 2007. p. 13-24. (Coleção Educação).), Silva (2020SILVA, T. T. Documentos de identidade: uma introdução às teorias do currículo. 3. ed. Belo Horizonte: Autêntica, 2020.), Freire (2016FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. 54. ed. Rio de Janeiro: Paz e Terra, 2016.), Tardif (2014TARDIF, M. Saberes docentes e formação profissional. 17. ed. Petrópolis: Vozes , 2014.), Candau (2012CANDAU, V. M. Diferenças culturais, interculturalidade e educação em direitos humanos. Educação & Sociedade, Campinas, v. 33, n. 118, p. 235-250, jan./mar. 2012. ), Walsh (2009WALSH, C. Interculturalidade crítica e pedagogia decolonial: in-surgir, re-existir e re-viver. In: CANDAU, V. M. (Org.). Educação intercultural na América Latina: entre concepções, tensões e propostas. Rio de Janeiro: 7 letras, 2009. p. 12-43.), as a theoretical reference, the axes indiscipline, curriculum and culture were addressed in the daily life of the basic school and the relationships developed between teachers and students. As instruments, it were used field observation, document analysis and semi-structured interviews with six teachers and twenty students from the 7th and 9th years of elementary school, involved in conflict and indiscipline in classroom practices. The triangulation of the data obtained throughout the empiry revealed intercultural dialogues must be built through flexible and plural curricular practices that enable pedagogical constructions of recognition and appreciation of the different subjects in their ethnic-historical-cultural origins, resolving situations of conflict, thus contributing to a successful teaching-learning process.
Keywords:
basic school; dialogue; interculturality