Teaching in multigrade classes in countryside: ways to form and understand the differences

• Autor(a) principal: Mota, Charles Maycon de Almeida
• Data de Publicação: 2020
• Outros Autores: Silva, Fabrício Oliveira da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/20903
• topic: Formação docente; Classes Multissseriadas; Ruralidades contemporâneas; Formación docente; Clases multiserarias; Ruralidades contemporáneas; Teacher formation; Multigrade classes; Contemporary ruralities

This work aims to understand the knowledge of self as a space of training that shows the practice developed in teaching in multigrade classes, as a practice that is reconfigured from the dynamics that is effective through the relationships that occur in the daily life of the school. It is a qualitative research, developed through the (auto) biographical approach as a methodological perspective, through the centrality in the analysis of narratives that the subject produces. Thus, we choose narrative interviews as a research device. The research was developed with three Basic Education teachers who live and coexist in rural contexts and also develop teaching in multigrade classes of their communities, in the municipality of Várzea do Poço, in the interior of Bahia. The study allowed us to conclude that training is based on a conception that takes knowledge of self as a space of formation and also places it as a constituent element of the process of formation, self-formation and ecoformation. The (auto)biographical narratives reveal how teachers conceive the differences from their own experiences, life and formation histories. To talk of self is configured as a formative procedure built between and with teachers from five principles of formation that congregate among themselves and transversalize the teaching of the multigrade classes.