Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG
Oliveira, Elane Rodrigues de
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The present study had to analize the teaching practice of literacy teachers in multisiered classrooms in the early years of elementary school, in the rural area of the municipality of Indaiabira / MG. The provision of basic education in multi-grade rooms in which children of different ages and grades are grouped in the same room under the guidance of a single teacher is still a reality in worldwide. In Brazil, a marked presence in rural areas, this teaching modality has historically been considered, in the social imagination, as a deviation from the standard of the classroom considered ideal, that is, urban and serial, as well as being responsible for the poor school performance of students, being left in the background and discredited, most of the time by the government. There were few public policies designed to improve this reality, making these schools increasingly precarious. The cost benefit has been justified for the closure of these schools. Social movements, mainly the Movement of Landless Rural Workers (MST), tired of neglect, have been fighting a constant struggle, so that the education of rural people is seen as a right. To this end, we seek theoretical support in the studies of Bezerra Neto (2003; 2010), Caldart (2009), Dangió (2018), Faria Filho (2011; 2014), Hage (2005; 2014), Martins; Monteiro (2010), Saviani (2008; 2009), Soares (2010) among others and we also consult official documents of basic education, the Pedagogical Political Project of rural schools in the municipality, in order to better understand our object of study. The methodology was developed based on a qualitative research with emphasis on a case study in four municipal public schools, located in the rural area of the municipality of Indaiabira / MG. To this end, we conducted interviews with four teachers from multi-grade classes, who also answered a questionnaire, as well as collected and selected both bibliographic and observational data in the field, relevant to the research. We consider that school education offered in rural areas in multi-grade rooms in the schools observed, presents pedagogical and infrastructure problems, aspects that according to the interviewed teachers believe they hinder the development of students. In this sense, our interest in the study of teaching practice in multi-grade rooms arose mainly from the desire to understand how the researched teachers see and deal with multi-grade rooms, and this practice has been built without an initial academic formation and so little continued that contemplate this teaching modality.
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