Educação do Campo no Contexto das Classes Multisseriada: Desafios e Possibilidades Pedagógicas

Abstract

This study aims to analyze the challenges and possibilities of literacy instruction in multi-grade classes within the context of Rural Education, considering the historical, social, cultural, and pedagogical specificities that characterize this educational modality. The research employed a qualitative approach—bibliographic, exploratory, and descriptive in nature—grounded in academic studies regarding literacy, *letramento* (social literacy practices), and multi-grade classes. The analysis revealed that these classes face challenges such as student heterogeneity, a scarcity of teaching materials, poor school infrastructure, and a lack of specific teacher training. The results demonstrate that literacy instruction in multi-grade classes should not be viewed merely as the acquisition of reading and writing skills, but rather as a process integrated with social literacy practices, wherein students learn to use written language in the various social contexts of their daily lives. Valuing local knowledge, utilizing diverse pedagogical resources, fostering student autonomy, and strengthening school-community ties are essential for the development of the educational process. The study concludes that Rural Education and multi-grade classes require effective public policies, infrastructure investment, continuous teacher training, and pedagogical approaches committed to the realities of rural populations, thereby guaranteeing the right to an inclusive, democratic education capable of contributing to the holistic development of rural individuals.