Perceptions of School Indiscipline of a Class of 3rd Cycle Basic Education Students in A Portuguese School in Horta (Azores): Case Study

School discipline in Portugal is regulated by the Student Statute (Law no. 51/2012 of 5/09) establishing rights and duties of primary and secondary education students with commitment from the family and educational community. We address situations of indiscipline and behaviors that violate rules/norms set out in the school's Internal Regulations, which alter the normal functioning of classes, learning and the educational and relational environment. The literature warns of the complexity of the 'indiscipline' phenomenon, due to the different definitions, which do not coincide, despite some harmony. Our purpose is to analyze the data on the perceptions mentioned N=17 students (questionnaire survey) from a class -9 year of schooling at Horta Secondary School (designated ESMA), on the Island of Faial-Azores/Portugal, triangulated by the information (semi-structured interview) coming from the school leader, class director and president of the Parents/Guardians association, as well as field notes and observational analysis of various documents and projects. We are guided by the following objectives, converted into research questions: Understanding the meaning of indiscipline versus discipline; Identify the factors (internal, external) and causes that determine the manifestation of indiscipline; Characterize indiscipline situations in students; Understand the behavior of undisciplined students and their degrees of severity; in students; Identify the measured responses promoted by the school in the face of school indiscipline; Determine the strategies applied by teachers to combat indiscipline and promote coexistence; Develop greater family involvement in knowing disciplinary rules and preventing situations of indiscipline in children. The questionnaire data was treated statistically and we carried out content analysis of the interviews, all of which were subjected to triangulation. The results say that students do not consider their acts as indiscipline, the cause being caused by changes in relationships and family environment.