The provocative hubbub: clumsy form of demand for consideration?

Abstract

The school experience is capital in the trajectories of young people, desirably enabling them to access the adult’s worlds. In it, the relationship between teacher and student, in its multiple possible adjustments, occupies a pivotal place. Reducing the distance between them is a way of preserving the novelty that the new generations bring. From two empirical cases that occurred in class, recently captured by interview and direct observation, the provocative abilities revealed by students in the (de)adjustment of that relationship are highlighted. Starting from a pragmatist sociology, it highlights the inability of the teacher to integrate in class the effects underlying the unpredictability of certain actions of adolescents.