Organização do trabalho pedagógico em classes multisseriadas: orientações didáticas no contexto da Educação do Campo

Abstract

This work is the result of a research process entitled Organization of pedagogical work in multigrade classes: didactic orientations in the context of Rural Education. The general objective of this research is to propose pedagogical alternatives aligned with the multi-serial peasant context of rural education in the municipality of Codó-MA, based on “clues” constructed and subsidized by the context of the empirical field of research. To this end, it was initially proposed to conduct a bibliographic research about the three structuring axes of this work: field education, multigrade classes and teacher education from the perspective of field education. Thus, from the point of view of its nature, research is applied. From the point of view of the research approach, the research is qualitative, understanding that this would be more appropriate to understand the processes and deepening necessary to the issues inherent to multisseriation.From the point of view of its objectives, this research was classified as exploratory and descriptive. From the point of view of the technical procedures, the present study aims to report the field research focused on the conducting teachers of multiseriate classes of Rural Education in Codó - MA and, consequently, their pedagogical practices.The present research was theoretically supported mainly by authors such as: Hage (2005; 2006; 2011), Moura (2014; 2018), Santos (2015), Molina (2011; 2014; 2015; 2017), Caldart (2002; 2010; 2012), Parente (2014; 2010; 2006) and Arroyo (2004; 2006; 2007; 2011). The group of collaborating teachers who participated in the research initially involved a total of twenty (20) Codó-MA municipal schools that work in multisseriate contexts. In addition, a semi-structured interview was conducted with ten (10) teachers who were not contemplated with the application of the questionnaires. The research revealed the obstacles faced in daily teaching, highlighting the subalternity that is relegated to multiseriate classes. Based on these findings, we sought to elaborate a Pedagogical Notebook with narratives about the structuring axes of the research and also, suggestions of pedagogical practices in tune with the multisséries.