Educação do campo: um olhar nas práticas pedagógicas da sala multisseriada na Escola Municipal do Ensino Fundamental Antônio César de Carvalho – Pedras de Fogo-PB

Abstract

Thinking about a Quality Field Education for our students is to analyze a panorama through the pedagogical practices in the classroom, especially when we refer to a multi-seriated teaching class. In view of this assumption, the main objective of this study was to analyze the educational practice in the multi - series room in its application process and the functioning of the theoretical and methodological conceptions in the organization of the transmitting and problematizing practices in the classroom of the Municipal School Antônio César de Carvalho , located in the Aurora site, in Pedras de Fogo-PB, based on a field. Initially, we conducted an interview with the teacher of the fourth and fifth grade of elementary school. After the interview, we began to observe in the classroom the pedagogical practice of this professional. In this we could observe that the teacher has a very traditional posture, and even having technological resources, only stops the table to develop their classes. The results obtained at the end of the proposal indicate that from this experience and experience, it is noted that teachers should use innovative and creative practices as a way of teaching and facilitating student learning, contrary to the practice of transmitting / student as a content depot. However, contrary to this practice, the problematizadora / transformadora is developed as an attempt to find mechanisms that facilitate the students' learning. However, we take as relevance the attendance that the school has towards its students, respecting their particularities, we also highlight a better offer that should have on the part of the institution of mechanisms that facilitate the work of the teacher and the learning of the students and even the teacher knowing this modality, we realize that in its practice, it still presents some methodological misunderstandings. However, it is remarkable the concern of the teacher that seeks to attend to the reality and deficiency of the students present in their classroom, not by a cognitive difficulty, but by a sociopolitical and historical question of the man in the field.