Resumo

RODRIGUES, Samantha Couto  e  ROSSATO, Maristela. Indiscipline of democratic action at school: a systematic review. Psicol. educ. [online]. 2021, n.53, pp. 35-44. ISSN 1414-6975.  http://dx.doi.org/10.23925/2175-3520.2021i53p35-44.

The complexity and diversity of social configurations in the contemporary world are characterized by profound tensions experienced in the social, economic and ethical-moral spheres, reflecting uncertainties and conflicts about the relationships experienced at school. The indiscipline has become a subject of great relevance among educators and school psychologists, inspiring researchers of diverse theoretical and methodological orientations in the subject studies. This article proposes a literature review about the theme, to seek aspects of psychology and education knowledge that considers collaborative, dialogical and democratic actions that promotes human development processes. Scientific productions of the last ten years which deal with the subject were selected and systematized, using qualitative and quantitative scientific findings by the method of systematic review of the integrative type. It is consider the importance of dialogic environments which allow the exercise of autonomy, sense of responsibility and efficient communication, relevant abilities for the re-signification of behaviors considered undisciplined at school.

Palavras-chave : Discipline in the classroom; School organization; School psychology; Dialogical interactions; Human development.

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