Práticas pedagógicas nas escolas multisseriadas do campo: para além da seriação

Abstract

Multigrade classrooms are a historical reality in rural education, whether in multigrade schools or not. As a rule, it often ends up being the only way the State is present in communities, as well as the sole means of access to school education. The main characteristic is catering to students of different ages and educational levels, instructed by a single teacher. Despite being a reality across the country, it is still viewed with much prejudice and often relegated to the background by public authorities. This neglect is responsible for the scarcity of public policies aimed at improving these schools. This study aims to identify and analyze the pedagogical practices carried out in multigrade classrooms in rural schools based on the academic production available, examining to what extent they adapt to the specific nature of this form of teaching or conform to the graded paradigm. The theoretical framework relies on the contributions of Salomão Hage and Dermeval Saviani. The methodology of this study was developed based on a bibliographic research collected from data obtained through consultations in the INEP (National Institute of Educational Studies and Research) database and Google Scholar (books and articles), as well as the selection of 17 dissertations and 03 theses from the CAPES (Coordination for the Improvement of Higher Education Personnel) theses and dissertations database. The research findings show that school education offered in multigrade rural schools presents recurring pedagogical and infrastructural problems. Additionally, there is a lack of adequate teacher training and minimal attention from educational public policies, often leaving these schools aside and even viewing them as marginalized education. In most cases, the complexity of pedagogical work in these classrooms is not considered in the Pedagogical Political Projects (PPPs) and generally conforms to the urban graded model. Therefore, it is necessary to take a closer look at these multigrade classrooms/schools to develop pedagogical practices specifically geared towards multigrade rural education, practices that take into account the reality, specificities, and particular issues of these students. It's also imperative to have public policies focused on multigrade education to address all the difficulties encountered in this teaching organization, including teacher training.