CHALLENGING HEGEMONIC NOTIONS ON RESILIENCE AND INDISCIPLINE AT SCHOOL CONTEXT

Abstract

This paper analyses the concept of resilience associated to strategies adopted by adolescents who presents problems regarding indiscipline at school environment, relating their contexts to the dynamics of schooling system demarcated by precarious conditions. Thereby, the normative patterns of resilience are problematized, as well as the hegemonic points of view of this concept, which have been historically grounded in explicative models focused on the individual characteristics. It also presents a provocative approach regarding the social function of the school and the meanings that this institution may acquire in the adolescents' lives. It is argued that the education model offered to the students exposed to social exclusion can collaborate in the production of indiscipline in the schools. The lack of reciprocity between schools and the subjective interests of adolescents indicate the need to redirect the problem and the issues to be investigated.