Práticas pedagógicas em classes multisseriadas: construindo possibilidades

Abstract

The present work proposes to analyze the pedagogical practices used in a Multisserial Class in order to overcome the challenges posed to this modality of education, seeking to understand what are the pedagogical possibilities built in this context, having as a research locus a school located in the Rural Area of the Municipality of Amargosa-Bahia. The problem that moves this research is based on the following question: What pedagogical practices do the teachers who work in Multisserida classes build to overcome the challenges of teaching in this context? To do so, it is anchored in theorists such as Santos and Moura (2010, 2012), Hage (2004, 2005, 2010, 2011), Santos (2014), Arroyo (2010), Rodrigues (2007), Veiga researchers who are dedicated to understanding the subject. The present research was done in the qualitative approach, being used for the development of this work field research. In order to expand this work and to collect data, the semi-structured interview, observation and documentary analysis were used as tools. In order to understand the subject, the interview was directed to a teacher who is active in this teaching modality. From the analysis of data it was noticed that even in the face of challenges and difficulties, successful practices have been built within this context. In this way it was observed that the teacher has been attacked for a different planning, seeking to carry out the pedagogical work taking into account the specificities of the students, working in a contextualized way, seeking to break with the serial paradigm. It was observed that the clusters as well as the use of the teaching sequences have facilitated the teaching practice in the classroom allowing the optimization of the time in the classroom, being one of the challenges addressed by the teacher.