Práticas pedagógicas em turmas multisseriadas

Abstract

This work has as its main objective to understand what multi-grade teaching is and to analyze the pedagogical practices developed in this context. The specific objectives were: to understand pedagogy as a science, recognizing its importance in teaching and its contribution to a critical and reflective practice; to identify the challenges and possibilities of the work of the pedagogue in multi-grade classrooms; and to comprehend the pedagogical practices carried out in rural schools. The research used a qualitative approach, of a bibliographic and documentary nature, based on authors such as Selma Garrido Pimenta (1996, 2007, 2022), José Carlos Libâneo (1994, 2005), Roseli Caldart (2009), Miguel Arroyo (1999), Salomão Hage (2008), Mara Rita Duarte de Oliveira and Nazareno de Oliveira (2010), Klívia Nunes (2018), and Folha et al. (2024), among others, who discuss pedagogy as a science and teaching in multi-grade rural schools. The study results indicate that teaching practices in multigrade classrooms are marked by significant challenges, such as the lack of specific training, scarcity of resources, and the need to plan and conduct lessons for different grades and ages within the same space. On the other hand, it was shown that multigrade teaching allows students to remain in their sociocultural environment, valuing local knowledge and promoting more meaningful learning when the teacher uses contextualized and interdisciplinary methodologies. It is concluded that pedagogy, as a science, is essential to guide critical and reflective teaching work in these spaces, contributing to education in rural areas that recognizes diversity, encourages dialogue with the community, and values rural individuals as protagonists of the educational process.