Práticas pedagógicas em uma escola ribeirinha: criando gente para a comunidade

Abstract

The majority of the country's schools are formed exclusively by multi-serial classes. Which are configured as multiseriated because they are composed, by students of different ages, grades, and levels of knowledge, with the presence of a single teacher working in the same class. Based on the finding that multiseriated classes are part of the school organization model of rural areas, this study seeks to discuss: Why is multiseriate teaching considered a problem in Brazilian education? What are the challenges encountered in the teaching practice of the multiserial classes? What pedagogical practices guide the teaching work? How can multi-serial teaching contribute to achieving a transformative education for the subjects of the field? This work is based on a bibliographical research on the subject, in addition to a case study from interviews with the school and local community, in a public institution in the rural area of Santarém - Pará. The questions that guide this research are linked to the desire to understand the importance of the field school and how teachers can contribute to an education that contemplates the specificities of the multiseriate teaching of the subjects of the field. Thus, it seeks to discuss the importance of training teachers to act in this type of teaching. The analysis of the reports obtained in this research led us to understand that teacher education is a primary factor so that educators in the field, especially those who work in multiseriate schools, can acquire knowledge to perform a practice that ensures a quality education for the specificity of these classes called heterogeneous, aiming at the use of the knowledge acquired by teachers in their education, to overcome the challenges that present themselves in the daily life of these classes.