(In)Disciplina e normalização: modos de ser e de agir como objeto de registros em livros de ocorrências de escolas de Dourados-MS (2011-2019)

Abstract

The theme of the research developed was school (in)discipline. The aim was to analyze the occurrences records and which and how certain ways of being and acting of students, from Elementary School classes of two public schools in the city of Dourados-MS, were considered (un)disciplined and objects of registration. As a theoretical reference, the research dialogued with Michel Foucault and other authors of this theoretical perspective that problematize the practices and the school routine. This is a qualitative, documentary research, which took 110 records of EF II occurrences as the main source and the period 2011-2019 was used as a time frame. Despite what the official documents analyzed indicate, which profess dialogue in the school, the occurrences show the prevalence of the teachers and school managers' standpoints, regardless of the students, whose role are signing the occurrences that frame their behavior. The results indicate a reflection on the use of occurrence books in almost one hundred years of history, leading us to question their use and usefulness to face school “problems”. With the support of the Foucauldian perspective, the occurrences were analyzed by the external form of the discourse, which allowed us to observe that the schools, the locus of the research, understand, in a similar way, two of the pedagogical statements in course: “The place of a child is in the school” (the “undisciplined” is transferred, but almost never expelled); and the other “The child as the center of the educational process” (as not everyone behaves in a “desirable” manner, it is necessary to normalize them). Although the school occurrence books present differences, we perceive that the value underneath both is the same: a disciplinary instrument that captures, subjectivizes-objectifies and normalizes, in particular, students who do not conform to the standards. We conclude that, although schools use this inquisitorial and punitive artifact as an instrument for bodies discipline and control, inserted in forces that do not cease to be updated, the ways of being and acting of students that do not conform to established norms/rules, while resistances undertaken by them, they also repeat and/or invent ways to face these and other technologies of power that are actualized in school spaces-times.