Adolescência, escola e indisciplina : a perspectiva de adolescentes da cidade de Várzea Grande, Mato Grosso

• Ano de defesa: 2020
• Autor(a) principal: Silva, Gleice Kelly Campos Barbosa da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Psicologia
• Palavras-chave em Português: Adolescência; Indisciplina escolar; Psicologia histórico-cultural; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA; Adolescence; School indiscipline; Historical-Cultural Psychology
• Link de acesso: http://ri.ufmt.br/handle/1/2797

This dissertation is the product of research carried out in the Graduate Program in Psychology (PPGPsi) at the Federal University of Mato Grosso - UFMT and aimed to understand the perspective of adolescent students about school, adolescence and indiscipline in a context of public and private schools. For this, a qualitative research was carried out whose theoretical approach of reference is the critical perspective in Psychology and Historical-Cultural Psychology. We started with a theoretical study on adolescence and then a bibliographic review on adolescence and school indiscipline was carried out. A field research was developed in which the focus group technique was used to produce data for analysis. Two groups were formed, one from a public school with seven students and the other from a private school with ten students, all from the ninth grade of elementary school. Both schools are located in the city of Várzea Grande, state of Mato Grosso. Data analysis was performed considering the assumptions of Thematic Analysis. The results reveal the perspectives that adolescents have of themselves and their condition in family, school and society relationships. They point out criticisms about how they have been treated by adults and suggest proposals on the best way to relate. With this, they show the relevance of relationships in the development of their identity as well as in the way they appropriate adult life. The results also made it possible to understand the perspectives that adolescent students have about the schooling process and how school indiscipline is produced in this process. The analysis highlights that both adolescence and the indipline is a historical and cultural production that runs through institutionally built relationships. It appears from this research that it is not something inherent to adolescence, but socially constructed.