The paper derives from a survey research, which investigated the perceptions of students' from public schools of Minas Gerais about the incidence of undisciplined behaviors in the classroom and analyze the role of potential contributing factors (e.g., educational level, sex of the students, socioeconomic status, educational gap, proficiency in Portuguese and mathematics, and teachers' pedagogical practices). We used the Assessment Program of the Primary Public Education (2007) database, which is part of the Public Education Assessment System of Minas Gerais (SIMAVE). Students enrolled in the 5th year (N = 307.386), 9th year (N = 251.354), and 12th year (N = 156.906) of schooling participated. Highlight results include: undisciplined behaviors in the classroom; there was a strong relationship between indiscipline and teachers' pedagogical practices and academic failure; while there was a weak association between indiscipline and socioeconomic status. The results reinforce the centrality of indiscipline in education.
indiscipline; survey research; PROEB
