The initial hypothesis of that the motivation of the pupils is a resource to brighten up the indiscipline of the adolescents is confirmed, since a caught time the attention in subjects and interesting activities for they, obtain to be more intent saying to them of the professors. With this, the motivation if ahead becomes an allied of the attempt to become the relations, inside of the classroom, more comfortable and productive, of this form, the conviviality pupil-professor will occur without barriers, causing a bigger exploitation the process teach-learning. It is glimpsed, also, by means of the carried through questionnaires and with the boarded theoretical referencial that the occured changes, in the period of the adolescence as the puberty, positively exert a great influence on the behavior of the pupil inside of the classroom. As well as if it confirms the established hypothesis previously, one strengthens it presence and the important paper of psychologist to act in the educational area, since the interviewed professors recognize this necessity, therefore propitiates greater aid and work in set with the pedagogia of the pertaining to school institution to observe and to decide definitive situations of indiscipline.
In a Brazilian urban context, Seidl de Moura, Ribas, Seabra, et al (2004 and 2008), the behaviors had examined the characteristics of the interactions of the mothers with its babies analyzing. A set of common activities as partners in social exchanges was identified and some of the characteristics of the initial interactions had been analyzed. The episodes of interaction of the type face-the-face predominated, if mainly characterizing for the activities to touch, to look at and suck. The predominant activities of the mothers had been: to look at the baby (99.2%) and to touch the baby> (83.4%). Moreover, one observed some moments of interaction through the stimulation for objects, as well as affective interactions through the corporal contact. These findings suggest the importance of the activities of looking at and touching in the interacional process mother-baby, strengthening the importance of the affectivity as constructive in these interactions and basic for the infantile development. Thus the quo is seen positive is for the baby the possibility of affective exchanges and corporal with the mother and the significant quo it can be the lack of this for institutionalized babies who do not possess this contact. Of the point of view of the global development of the child, one perceives that the affective relations between mother and baby had gained prominence and exist some authors who if had dedicated to the study of the relation mother-baby.
The first research that they aimed at to understand of deeper form the binomial mother-son had had origin after the ending of World War II. At this moment, the children orphans, or the abandoned ones for the mothers, had been used as study object. At the time, it was verified that the absence materna provoked riots in diverse areas of the life of the child. Working in an orphanage close of the United States, Spitz (1958) observed that the babies who were fed and dresses, but almost did not receive affection, nor were insured in the col or packed, presented a syndrome that it called of hospitalismo.
Already the questioned C tells that the possible solution to brighten up the indiscipline would be measured more rigorous in relation to the harmful behaviors and expulsion of the indisciplinados said ones. The questioned ones (, B, C and D) had judged, still, that the accompaniment of the pupil with complaint of indiscipline carried through for a psychologist, would occasion effect. Although not to have the same vision of the performance of the pertaining to school psychologist, professors as required see its work for internal coordination of the school, since he acts in situations of indiscipline in the interior of the pertaining to school environment. The professors (, C and D) have a vision of the pertaining to school psychologist in accord with the authors of the bibliographical research of the present project which pronounce that such professional works in set with the pedagogia of the institution, following the accomplishment of programs of psicopedaggica re-education, showing the nimbleness where the aspects of the human development are formed. Already the questioned B demonstrated to have another vision on the paper of the pertaining to school psychologist. In regards to attribution of the responsibility on the indiscipline, the questioned ones (and the B) had positively answered to a external factor the school, not blaming the professor and neither the proper pupil. The professor (c) answers that the indiscipline is of responsibility of the pupils and also of the professors, already the professor (d) affirms that the indiscipline is of total and only responsibility of the pupil. In the vision of the questioned one To the adolescents more they are indisciplinados of what the too much pupils of other etrias bands, however, the questioned ones (B, C and D) do not agree to such affirmation. Questioned it answers It that the pertaining to school indiscipline occurs for another reason, excusing the excessively alternative ones offered.