Classe multisseriada: desafios e perspectivas no processo de ensino e aprendizagem na educação do campo

Abstract

Education is a formative process, recognized as a universal right, based on this right, rural education has been included in public educational policies, as an education that seeks above all improvements in the teaching and learning processes for subjects living in the countryside. To this end, this research sought to identify the main challenges and perspectives of teachers working in a multi-grade class, starting from the conception that this teaching model is the most recurrent in rural education. We also sought to raise the challenges faced by teachers in a multi- grade class, to evaluate the perspectives of teachers in a multi-grade class, and to analyze teachers' perceptions of the process of teaching and learning in multi-grade classes. The methodology applied in this research was the qualitative one, based on field research, using as instrument for data collection the semi-structured interview, having as collaborating subjects, three educators who teach in a multiseriate class in the city of Dona Inês-PB. Content analysis resulted in the following categories: teaching and learning processes in multigrade classes, challenges faced in multigrade classes, and perspectives for multigrade classes. Thus, we identified that the main difficulties in implementing the multi-grade teaching and learning process are not linked to the lack of infrastructure or teacher remuneration, but to teach a class that has several grades together, without providing an adequate methodology that can be used. effectively address the specifics of each learner, as well as the lack of understanding of parents or guardians, in that they must also be responsible for the education of their children. Therefore, we see the need for greater attention to this teaching model, not as a way to disqualify it, but to better understand its importance for rural education.