Da ordem ao caos: um olhar para a indisciplina nas aulas de arte

Abstract

This research focuses on the relationship between indiscipline and art, based on the assumption that various interactions occur in art classes, both between students and between students and the teacher. In this sense, the focus is on the interactions that take place during theater classes taught at a school in the city of Barretos, São Paulo. The research question we aim to answer is: What are the interactions of students considered undisciplined in basic education art classes? From this question, the general objective of the research is to investigate how students considered undisciplined interact in art classes. We observed that the art subject, taught in schools, fosters various interactions in the classroom, including those related to indiscipline. As a teacher-researcher, I have noticed that such indiscipline might be associated with the restlessness of students in this age group, which can be understood as a form of discomfort with the current educational system. In art classes, students tend to establish better interactions. The specific objectives initially stemmed from Yves de La Taille's view, in which indiscipline can be understood as a revolt against rules or ignorance of them. However, throughout the research, we explored additional specific objectives, which helped answer the research question. What interactions occurred during theater classes? What is the social view of indiscipline, and how is it perceived within the school community? Is indiscipline truly the major problem in education? Are freedom and creativity significant elements in the learning process? The study revealed a respectful relationship between creative freedom and student interactions. It also highlighted the difficulty in relating indiscipline to a social context, often reducing it to a family issue. Through the language of art, particularly theater, we observed various interactions without the presence of indiscipline, thereby presenting a positive perspective on art in this regard. The research is of a qualitative-quantitative nature, as it is based on description, classification, and interpretation. For this study, the participants were students and teachers from the state public school system in the city of Barretos, São Paulo. Information was obtained from classes held at this school and from a questionnaire answered by thirteen teachers. One of the results indicated by the research shows that teachers view art as a subject that can help students understand the content of other subjects. In other words, from the teachers' perspective, art can be considered an interdisciplinary subject. However, there is some inconsistency, as teachers also believe that indiscipline stems from family issues. Another result highlights that the class considered the most undisciplined by the school, based on the analysis, achieved excellent results in the activities proposed and developed during art classes. This study answers the research question by emphasizing that numerous interactions occurred, including teacher-student, student-student, student-activity, student-class time, and student-teacher-knowledge, and none of these interactions exhibited so-called "undisciplined" behavior.