O processo de alfabetização em uma sala multisseriada na Escola Municipal João Lins Vieira

Abstract

This case study had as main objective to analyze the practices and also the strategies used in the process of literacy of a multisite room in a rural school. It was attended by a teacher who usually works the activities of literacy with their students, according to our observation process and also, according to the report about their experience in this type of classroom, in which we find different levels of learning. As is known, multi-series rooms are quite heterogeneous because, besides varied ages, children have different levels of learning. Despite this unfavorable teaching context, the difficulties faced by this teacher and her class have been diminished, and good results have been achieved. As a researcher who performs actions, an intervention was made in this group, to be experienced a didactic sequence with two activities that contemplated themes related to the literacy process of these students. We conclude that, despite the difficulties encountered in a multisite room of a rural school, there are several possibilities to help overcome these obstacles and that teachers find, in their daily lives, during the literacy process, didactic-pedagogical ways of interacting with their students, to achieve progress in the literacy process of each of them.