Práticas pedagógicas nas classes multisseriadas: os desafios à educação do campo

Abstract

This course conclusion entitled Pedagogical practices in the multi-serialized classes: the challenges to field education aims to understand the pedagogical practices that are developed in the field school and as specific objectives we seek to evidence the pedagogical practices developed by a teacher in a multi-serialized classroom in a field school; and characterize the difficulties and challenges encountered by the teacher in the daily school life. It also aims to present the principles of field education present in the pedagogical practices of the multiserialized class in the rural school in the rural areas in the municipality of Santa Rita, PB. It seeks to discuss the context in which the multi-serialized classes are found in the rural schools. As well as in the documentary research, we analyzed policy documents of education in the countryside, such as: Decree 7.352, of November 4, 2010: provides on the education policy of the field education and the National Program for Education in Agrarian Reform - Pronera; the Law of Directives and Basis of National Education (LDB) - Law No. 9,394 of 1996, documents were analyzed from the school's foundation, Certificate of Averbation Construction of the School Group - "Fazenda Socorro", and also aiming to reflect on the public policies focused on the field education, the difficulties faced by teachers in multiserialized classes in their formation, in pedagogical practice, and especially in the methodology used in the classroom. As a pedagogical tool for the development of this work were used reflections of Caldart (2002), Hage (2010), Batista (2013), Molina (2009) and Ribeiro (2009), among others. The field research was composed of a questionnaire that was completed by a teacher of the mentioned and studied school. As a synthesis it is possible to emphasize an incursion in the field school and in the multi-serialized classroom, however, that it is still distant from what would be real for the country people, for their specificities, where the multi-serialized classes do not atend the basics for a good formation and inclusion of individuals.