Abordagens pedagógicas multisseriadas na educação infantil: uma análise da prática pedagógica dos professores no município de Jacaraú-PB

Abstract

The present undergraduate thesis is a research study developed within the scope of Early Childhood Education, whose objective was to investigate the teaching and learning processes in multigrade classes in rural and peripheral contexts, specifically in schools located in the municipality of Jacaraú – PB. The study sought to understand how teachers adapted their pedagogical practices to meet the individual needs of children of different ages, considering the structural, pedagogical, and training challenges faced within this model of school organization. The research was conducted using a qualitative approach, with a descriptive and exploratory character, carried out in schools in the municipality of Jacaraú–PB, aiming to answer the following question: how do Early Childhood Education teachers adapt their pedagogical practices in multigrade classes to meet the needs of children of different ages? The text initially discusses the importance of Early Childhood Education and the role of multigrade teaching as a strategy for democratizing access to education in rural areas, highlighting its pedagogical potential despite infrastructural and resource limitations. In this process, it draws on authors such as Parente (2014), who discusses multigrade teaching as an alternative for access to basic education in rural areas; Paulo Freire (1996), who addressed education as a practice of freedom and the appreciation of popular knowledge; Libâneo (2013), who emphasized the organization of pedagogical work and teaching practices; and Arroyo (2012), who reflected on Rural Education and the resistance processes of rural populations. The results showed that teaching in this context required constant planning, creativity, and flexibility, with the teacher’s mediation being essential to ensure meaningful and inclusive learning. It was also found that, despite the precarious infrastructure and lack of resources, multigrade teaching enables innovative pedagogical practices, reinforcing the role of Early Childhood Education as a pillar of the child’s integral development and valuing the teaching profession in rural contexts.