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The objective ofthis paper is to verify public school teachers’ conceptions about indisciplineand to investigate behaviors and/or events that occur in the classroom and areconsidered indiscipline, their possible causes and ways of dealing with theproblem. The literature points out that several factors help in theconfiguration of frame of indiscipline in schools, but it can’t be ignored as aproblem to be resolved fundamentally in the teacher-student relationship, and the educational-school psychologist is thereforean important mediator in this relationship. Forty-eight public school teachersparticipated in this study in Parnaiba, Brazil, applying semi-structuredquestionnaires and accomplishing content analysis using the program ATLAS.ti 7.In general, teachers understand indiscipline as aggressiveness, restlessness,inattentiveness, talking, disrespect to peers and teachers, lack of zeal withmaterial, degradation of the heritage school, lateness, delays, emotionalproblems, etc. About the causes, the analysis shows the categories: “stand outfamiliar problems” and “personal problems”, “social problems”, “difficulties inthe school-family partnership” and, in a smaller proportion, “didactic andpedagogical questions” and “absence of religiousness”. The majority confrontthe problem by talking with the students and communiques to the family, tryingto improve the methodology of the lessons, and just a few teachers share thesituation with a director.