AUTORIDADE NA ESCOLA E A INSUSTENTÁVEL LEVEZA DO SER

Abstract

The increase of violence of/in schools, as well as the authority crisis, have inspired research projects, including on pre-service and in-service teacher education. Part of them relate these issues to the teacher socialization, finding questions as the reality shock of the new professionals in their professional life. As a result, this project focused on the perceptions of students on their undergraduate programs and their training practices violence in schools. The data were collected by focus groups. Results confirmed their feeling of unpreparedness for gradual immersion in practice. One of the foregone issues was that of the educator's authority. It seems a taboo, indirectly referred when discussing on "class control" and indiscipline. This gap may lead the participants to deal inadequately with reality, so reducing their impetus of renewal. Their proposals pointed out the construction of better theories - practice gradient along the program, disciplines more applied to practice, as well as the development of abilities to find solutions, instead of receiving a sort of cookbook.