O trabalho docente nas escolas multisseriadas do campo no municipio de Mutuípe-BA

Abstract

The work consists of the final Technical Report presented to the Professional Master's Course in Rural Education of the CFP / UFRB. It has as object of study the teaching work in the schools of multisseriados classes located in the rural. Thus, the general objective of the work is to investigate the teaching work in the schools of multisseriados classes of the rural in the municipality of Mutuípe-Bahia. In view of this objective, the following research question was outlined: How is the teaching work of teachers practicing in the context of multisite class schools in the municipality of Mutuípe-Ba? In order to answer the question, I initially turned to studies on the categories Teaching Work, Teaching Working Conditions, Education, Rural School, and Multiseriate School, supported by Antunes-Rocha and Hage (2015), Arroyo, Caldart and Molina (2004), Caldart (2008; 2009), Oliveira (2010), Tardif and Lessard (2008) and Santos (2015), among others. A rural survey was carried out in the municipality of Mutuípe-Ba, in three stages. Initially, I used the survey as a research method, having the questionnaire as a data collection instrument. Then I turned to the interview guided by the (auto) biographical method. Observations were also made in rural schools and I used the photographs of some schools and the roads where teachers travel. The group of collaborators who participated in the research initially involved a total of thirty-one (31) Mutuípe municipal school teachers who taught in multi-series classes and answered the questionnaire. In addition, a narrative interview was also conducted with five (5) teachers chosen from among those who had participated in the application of the previous instrument. The analysis of the rural data show that teachers and teachers of multi-grade schools face different obstacles in the exercise of their work, such as: difficulties of home-school displacement, weaknesses in teacher training, absence of a pedagogical work management policy anchored in the principles of Rural Education, precariousness of school buildings, overcrowding of classrooms, weaknesses in support and pedagogical accompaniment offered by municipal management. Based on these findings, and considering the specificities of a Professional Master's course, I try to point out elements for a Management Plan of the rural schools of Mutuípe that ameliorates the difficulties experienced by the subjects in the exercise of their office in multi-series classes, structured in three axes : a policy of teacher training in multi-grade classes based on the principles of Rural Education; construction, renovation and expansion of school buildings; and public policy of displacement of the subjects that work in these contexts.