INDISCIPLINA NA EDUCAÇÃO INFANTIL: ANÁLISE DOS REFLEXOS NO ENSINO FUNDAMENTAL I SOB A PERSPECTIVA PEDAGÓGICA E PSICOSSOCIAL

ABSTRACT This article investigates indiscipline in Early Childhood Education and its impact on Elementary School I, adopting a multidisciplinary theoretical-methodological perspective that combines Education and Health (biopsychosocial). The objective is to analyze the concepts, causes, and consequences of indiscipline, using Psychoanalysis (Winnicott) as a lens for interpreting unruly behavior as a symptom of emotional conflicts and failed emotional bonds. The methodology combined a literature review with a field study through semi-structured interviews with ten teachers working in private schools. The results reveal that indiscipline has multiple causes, involving family, school, and psychosocial factors, and that the tendency of teachers to blame the family reflects the need for a deeper understanding of the student as a neuropsychosocial subject. It is concluded that addressing indiscipline requires comprehensive teacher training, capable of creating an environment of emotional support and promoting collaborative actions between school and family, aiming at both the cognitive, behavioral, and moral development, as well as the emotional maturation of children. Keywords: School Indiscipline. Early Childhood Education. Psychosocial Perspective. Psychoanalysis. Teacher Training.