It is a qualitative, exploratory and analytical inquiry about the forms of interference exerted by indiscipline on the practiced curriculum in elementary education, based on theoretical studies and content analysis of the data obtained in the field. Stand out as theoretical references the prospects of the relationship to knowledge, according to Charlot; pedagogical event, as Meirieu; practiced curriculum as Sacristan, and indiscipline as a phenomenon of learning, according to Garcia. Had as objectives: learn the meanings attributed to the indiscipline; to identify the typical teaching situations over which indiscipline usually interfere; and to understand the forms of interference exerted by indiscipline on the practiced curriculum and effect changes by teachers in their practice accordingly. It concludes that indiscipline would be constituting while resistance force teaching practices, relationships and learning activities presented to them and provided by teachers in school. The changes produced by the teacher in the curriculum, from the interference exerted by indiscipline, presents itself through attempts to implement changes or maintenance of forms, rituals and statutes involving these practices and structure. Such procedures, however, would constitute ways to curb indiscipline, while attempts to reestablish control over the students and homogenization of the class, not resulting in substantial changes in the conditions of teaching and learning, nor the quality of the relationships and interactions they establish with students.
