O Contexto da multisseriação: desafios e possibilidades de uma educadora na escola do campo

Abstract

The main objective of this research is to understand the challenges and possibilities experienced by the teacher of the multigrade class in the municipality of amargosa/ba. the study is anchored in the qualitative approach and is configured as descriptive and field with the aim of analyzing and collecting data with different types of resources. the instruments used for data collection were a logbook used to record some observations regarding the research and an audio recorder, used to record the teacher's reports at the time of the interview. this work is divided into introduction, theoretical framework; methodology, discussion results; final considerations, and bibliographic references. as a theoretical reference, it is based on the ideas of authors such as salomão hage (2008), paulo freire (1996), Roseli Caldart (2012), mônica molina (2006), among other authors to address the elements that have configured the multigrade context, in order to understand the conceptual units of pedagogical practice, highlighting the main characteristics of the pedagogical activity of the teacher who works in a multigrade class, the working conditions, whether the teacher has continued specialization made available by the municipality to work in a class multiseries and whether the methodologies applied in the educational process are related to the reality of the students. it is clear that the rural school still remains invisible in all areas in which it is constituted. because, through the studies presented in this work, the theoretical references cited, as well as my experiences in a multigrade class and the teacher's report, it is possible to infer that multigrade classes lack public policies aimed at developing planning and organization differentiated for this context.