EDUCATION, DISCIPLINE, AND ENGAGEMENT IN ELEMENTARY EDUCATION: TEACHING STRATEGIES FACING THE CHALLENGES OF SOCIAL VULNERABILITY

This paper presents a teaching experience report at Public School Gustavo Kulmann, located in the outskirts of Cuiabá-MT, with 6th and 7th-grade students in Elementary Education. Based on classroom experience, the text analyzes challenges related to indiscipline and student disengagement, which are intensified by social, economic, and cultural issues. Most of the students live in vulnerable situations, facing poverty, violence, family instability, and lack of access to basic resources, which undermine their motivation and learning. In light of this, the article advocates for pedagogical practices that take into account local knowledge and engage with the peripheral reality, often undervalued in traditional schools. The central proposal is to promote an active, critical, and inclusive pedagogy, focused on student agency and the educator\'s sensitive listening. The text emphasizes the importance of continuous professional development, teacher reflection, and the adoption of methodologies that foster student engagement, making learning more meaningful. By linking theory and practice, the study highlights how the ethical and social commitment of the teacher can transform public education into a space for resistance and emancipation.