Práticas pedagógicas em turmas multisseriadas na Educação do Campo: experiências e perspectivas

• Autor(a) principal: Oliveira, Antonia Poliana Chaves de
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/41880
• topic: Educação do Campo. Classes Multisseriadas. Prática Pedagógica.; Rural Education. Multisseriate classes. Pedagogical practices.

This article aims to reflect about the pedagogical practices developed in multisseriateclasses in rural education, the research was conducted in one of the fifteen rural schools in the municipality of Marcelino Vieira-RN, the locus School of research is located in a community that has about thirty (30) families, distant 18 km from the municipality of Marcelino Vieira-RN.With the objective of analyze what guides the pedagogical practice developed in multisseriate class of a rural school of this municipality. This paper it is about a research with qualitative approach, that for data collection were conducted interviews and observations in order to analyze the effectiveness of teaching and pedagogic strategies with respect to the meanings and learning established in multisseriate classes. This paper had as a guiding question of research: What are the established relations between the pedagogical practices in multisseriate class as to what is recommended in the rural education? For the construction of this paper was adopted as a referential the theoretical studies in Caldart (2012), Hage (2009 and 2011), Santos and Moors (2010), Ferreira (2008) and Freire (2011), among other authors that reference studies on Rural Education, multisseriate classes, and pedagogical practices. Such research is the result of observations that aims to improve the learning process, through reflection, systematization and construction of the information, as it is through a survey that we know the reality in which the teacher of a multisseriate class faces within their working environment. Through this research, according to the theoretical and the investigations that allow us to affirm that the rural education, has stabilized as a new model that will guide the curriculum and their own pedagogical practice in rural schools. However, there are fragments that can be strengthened, such as the preparation of the Political Pedagogical Project of the Rural Schools of the Municipality of Marcelino Vieira-RN.