Over the last several decades, punishment in school has become increasingly harsh. Students are suspended and expelled for minor infractions or are being referred to the criminal justice system for behaviors that, in the past, were largely dealt with by school administrators. In addition, school districts are hiring their own police and security forces, and surveillance technologies are becoming a permanent part of school budgets and spaces. Three converging social trends have facilitated these changes in school discipline: (1) the steady growth of a pervasive sense of social anxiety coupled with a political and cultural shift away from rehabilitative to more punitive forms of punishment (e.g., imprisonment, the death penalty, etc.); (2) a series of moral panics in the 1980s and 1990s about drugs, gangs, and violence that heightened fear of, and for, the nation’s youth; and, (3) shifts in both policing philosophy and funding towards increased police penetration into community settings. Concerns are mounting that the intertwining of schools and criminal justice has forged a “school-to-prison pipeline” for some students, especially special education students, poor students and students of color. My dissertation focuses on one aspect of the pipeline: issuing citations to students for school misbehavior. There are three questions I seek to address: For what behaviors or activities are students being ticketed? What are the characteristics of students being ticketed? After school- based citations enter the courtroom, how are these students processed? I use quantitative and qualitative data to address these questions. My larger argument is that school discipline processes not only have significant consequences for the life chances of our country’s young people, but they also have very serious consequences for the civil liberties of all public school students and for the socialization of our young people into the principals of democratic citizenship. / text

The diploma thesis deals with the perception of teacher's authority at elementary school. The theoretical part introduces essential terms which are connected with this topic. For example the term authority and its changes of perception in the course of time, alternative schools and the different point of view on authority, the connection between the position of authority and discipline in class, the role of reward and punishment. In the practical part is used qualitative method. The research is based on interviews with teachers. The aim of this thesis is to obtain information related to teacher's authority. Collected data are evaluated in the seventh chapter.

This Doctoral Thesis was to object school punishment and the objective, set out to investigate the construction of practices and representations ten teachers of the first grades of elementary school, graduated in pedagogy between the decades from 1970 to 2014, about the punishments used in the classroom. The methodological approach used was based on the thematic oral history, supported the works of Alberti (2003); Ferreira and Beloved (2006); and Portelli (2006). The treatment of the interviews was conducted by discursive textual analysis of Roque Moraes (2007). This research is theoretically centered on Pierre Bourdieu, especially the concepts of habitus and field; as well as Roger Chartier, with the concepts of practices, representations and ownership; and other authors able to move through the frames of relationships and socio-cultural tensions; practices and representations of ordinary subjects, interrogating the plurality of daily life, ways of thinking, saying and doing of the subjects that make up the school. Before the appointed path, bring forth the thesis that I advocate in relation to school punishment: the incorporation of punishment in professional teaching practice is intertwined with the history of life, especially with the knowledge learned in childhood (through family and school ) and is naturalized in the actions and having little to do with the training courses, which makes your choice is not based on knowledge and pedagogy knowledge. As a result, it was observed that the teachers surveyed say they use different types of punishment in the classroom, emphasizing the moral punishment, but reported the use of physical punishment in their history of school life as well as in the practice of their colleagues. For them, the punishment has the disciplinary function in the Kantian sense, ie make good citizens for life in society. Said, still believe that the choice of punishments to be used in class is related to the family and school experiences and not to formal learning. The Status of Children and Adolescents was mentioned as an important law, however, was seen in an ambiguous manner, that is, on the one hand positively contributed to cause the decrease in corporal punishment, also damaged the teaching action, in that " removed the authority of the teacher. " The thesis was completed suggesting possibilities of action in view of continuing education in order to deal with the punishment from a pedagogical perspective. I note that investigate the construction of teacher practices and representations on school punishments, culminating in a denaturalization process of a trivial action in the educational universe, allowing thinking ahead possibilities of action to this subject; and stimulates reflection on the importance of maintaining a look at teaching in regard to its social, cultural, historical and subjective, since they are working in mediation and construction of the teaching-learning process. / A presente Tese de Doutorado teve como objeto os castigos escolares e como objetivo, propôs-se investigar a construção de práticas e representações de dez professoras das primeiras séries do ensino fundamental, graduadas em pedagogia entre as décadas de 1970 a 2014, sobre os castigos utilizados em sala de aula. O caminho metodológico utilizado pautouse na História Oral Temática, apoiado nas obras de Alberti (2003); Ferreira e Amado (2006); e Portelli (2006). O tratamento das entrevistas foi realizado através da análise textual discursiva de Roque Moraes (2007). Esta pesquisa está centrada teoricamente em Pierre Bourdieu, em especial nos conceitos de habitus e campo; bem como em Roger Chartier, com os conceitos de práticas, representações e apropriação; além de outros autores capazes de transitar por entre as tramas das relações e tensões socioculturais; das práticas e representações de sujeitos ordinários, interrogando a pluralidade do cotidiano, os modos de pensar, dizer e fazer dos sujeitos que compõe a escola. Diante da trajetória apontada, trago à tona a Tese que defendo em relação aos castigos escolares: a incorporação dos castigos na prática profissional docente se entrelaça com a história de vida, em especial com os saberes aprendidos na infância (por meio da família e da escola), sendo naturalizados nas ações e tendo pouca relação com os cursos de formação, o que faz com que sua escolha não seja com base nos conhecimentos e saberes da pedagogia. Como resultado, foi observado que as docentes investigadas dizem utilizar diferentes tipos de castigos em sala de aula, com ênfase nos castigos morais, porém relataram o uso de castigos físicos em sua história de vida escolar, bem como na prática de suas colegas de trabalho. Para elas, o castigo tem a função de disciplinar no sentido kantiano, ou seja, formar bons cidadãos para vida em sociedade. Afirmaram, ainda, acreditar que a escolha dos castigos a serem utilizados em classe está relacionado às vivências familiares e escolares e não à aprendizagens formais. O Estatuto da Criança e do Adolescente foi mencionado como uma importante lei, porém, foi vista de maneira ambígua, isto é, se por um lado contribuiu positivamente por provocar a diminuição dos castigos corporais, também prejudicou a ação docente, na medida em que retirou a autoridade do professor . A Tese foi finalizada sugerindo possibilidades de ação na perspectiva da formação continuada, a fim de lidar com os castigos a partir de um prisma pedagógico. Saliento que investigar a construção das práticas e representações docentes sobre os castigos escolares, culmina num processo de desnaturalização de uma ação corriqueira no universo educacional, permitindo pensar em possibilidades de ação frente a esta temática; bem como estimula a refletir sobre a importância de se manter um olhar para a docência no que concerne a sua dimensão social, cultural, histórica e subjetiva, uma vez que são eles que atuam na mediação e na construção do processo ensino-aprendizagem.