Práticas bem-sucedidas na multissérie

Abstract

This monographic work aims at analyzing the daily strategies used by a multi-grade classroom teacher to overcome the challenges of this educational context, having as a research locus a school located in the county of Mutuípe-Bahia. Therefore, the following problem has been questioned: What are the daily strategies constructed by a multi-series classroom teacher to overcome the challenges of her pedagogical practice? The theoretical framework incorporates the studies of Hage (2004, 2005, 2010, 2011), Santos and Moura (2010, 2012), Santos (2014) and Arroyo (2010). It is a qualitative research through a case study articulated the bibliographic analysis. For the success of such a study, interview instruments and observations were adopted, besides documentary analysis for data collection. The systematization and analysis of data were performed according to analytical categories. It was possible to identify that there are many challenges to be overcome in the multi-series classes, among them the time factor is the biggest obstacle encountered. However, the researched context shows that, even in the midst of difficulties, there are successful and progressive works in the multi-series classes. Therefore, the pedagogical work developed in the class investigated has tried to break with the barriers found in this educational sector, being that the teacher has a practice that can attend the different levels of learning in the classroom, achieving good results, since it has a differentiated planning, work outside the logic of serialization, the organization of common contents at all levels is diversified in the complexity of approach to activities. Besides that, the didactic sequences and the teacher's affinity with the school of the field and the multiseries were other observed factors that contributed to good practices in this class.