THE INFLUENCE OF TRANSCULTURAL PRACTICES ON SCHOOL LEARNING PROCESSES

Abstract

School indiscipline has emerged as one of the main obstacles to the proper progress of pedagogical activities, directly interfering with learning processes and the institutional climate. The school environment, which should serve as a space for knowledge construction and human development, faces daily the consequences of social, family, and emotional conflicts that influence student behavior. In this context, there is a growing need to critically reflect on the causes and impacts of this phenomenon. This research aimed to promote a shift in perspective regarding indiscipline by studying the concepts of moral and ethical development and recognizing them as essential knowledge for the educational process. The methodology used was bibliographic research, with a qualitative approach and descriptive character. Various academic materials were consulted, such as books, articles, and scientific publications, focusing on studies that address the role of the school, family, and formative practices in conflict mediation and the construction of a culture of respect. The findings indicate that indiscipline should not be viewed merely as an isolated student issue but as a reflection of fragile relationships among those involved in the educational process. It is concluded that addressing this reality requires joint actions between school and family, as well as pedagogical strategies that emphasize dialogue, ethics, and cooperation. Future research may contribute to the improvement of these practices, strengthening the social role of the school and promoting more welcoming and participatory environments.