Experiências de indisciplina e aprendizagem: um estudo de caso em uma turma de um curso livre de inglês

Abstract

This piece of research was carried out at an English Language Institute in Minas Gerais, which is part of a traditional network of English language schools in Brazil. It was aimed at investigating the experiences of indiscipline lived by a teacher and her teenage students in the classroom and its impact on learning. Hence, the relationship between disruptive behavior and aspects such as (a) the teacher and the students conceptions of indiscipline; (b) students reasons to study English; (c) the tasks used in the classroom and (d) the teachers actions and attitudes was investigated, so as to try to understand the ways in which indiscipline affects the process of teaching and learning English, with a view to make the best of the learning opportunities that the classroom offers. The theoretical framework includes Classroom Experiences (Miccoli, 1997, 2000, 2003, 2004, 2007a, 2007b, 2007c, 2007d, 2007e), which are framed within Activity Theory (Coughlan e Duff, 1994; Lantolf e Thorne, 2006; and others). In addition, references on indiscipline and its causes, (Amado, 1998, 2000, 2001; Aquino, 1996; Bzuneck, 2004; Castro, 2003; Guimarães, 1996; Guimarães, 2004a, 2004b; La Taille, 1996; Passo, 1996; Rego, 1996; Salles, 2005; Sayão e Aquino, 2007 e outros), along with adolescence psychological issues, through Erikson Adolescence Theory (1950, 1959, 1968, 1976), compose the theoretical framework. The results suggest that teachers conceptions of both discipline and indiscipline, as well as the circumstances of her working environment, affect her actions, decision making and methodological choices, leading to a mismatch between her pedagogical choices and students expectations and, consequently, impairing the teacher-student relationship, disfavoring the emergence of a favorable learning environment, which, ultimately, affects students learning experiences.