O ensino em classes multisseriadas: um estudo com narrativas autobiográficas de docentes do campo (Caraúbas/RN)

• Ano de defesa: 2021
• Autor(a) principal: Menezes, Willia Barbosa de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Semi-Árido; Brasil; Centro de Ciências Sociais Aplicadas e Humanas - CCSAH; UFERSA; Programa de Pós-Graduação em Ensino
• Palavras-chave em Português: Classes multisseriadas; Narrativas autobiográficas; Docentes do campo; Caraúbas/RN; Teaching; Mixed-grade classes; Autobiographical narratives; Rural teachers; Caraúbas-RN; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufersa.edu.br/handle/prefix/6794

In general, the current work aims to classify the lecture-performance within mixed-grade classes in the rural area of Caraúbas, State of Rio Grande do Norte. And for this purpose, we start from the leading questions: Which teaching practices do the teachers who impart mixed-grade classes adopt? Which didactic-methodological strategies do they implement in mixed-grade classes? What can we surmise of their narratives? Our research has a qualitative approach, supported on the principles of Lüdke and André (1986) and Richardson (1999), following autobiographical method in education, also based on the studies of Ferrarotti (2010, 2014), Passeggi (2010, 2011), Josso (2009, 2010) e Delory-Momberger (2012). As an instrument for data development, we opted for narrative interviews guided by the conceptions of Jovchelovitch and Bauer (2002). In this work, we counted on four teachers who lecture in mixed-grade classes of Elementary school – Beginner Years (1st to 5th grade). As to the theoretical basis, our study supports itself on Hage (2006, 2014), Amiguinho (2008), Souza (2012) e Arroyo (1999, 2001), who encompass rural education. Regarding the results, in the first moment, the narratives allowed the interviewees to reflect on the paths taken to become teachers, revealing bonds with the rural community, experiences, motivations, and feelings which guided them towards this professional field, making profound observations as to their own stories. Concerning the teaching practices, we identified that the execution of collaborative teaching admitted these professionals to recognize the diversity of students of different ages and educational levels, providing mutual and integrated learning. Another existent practice stimulated by the teachers to legitimate the cultural roots of the individuals who live in the rural area is applied through contextualized teaching. During the interviews, these teachers elucidated the main strategies implemented within the mixed-grade structure, such as pedagogical games, interdisciplinary didactic projects, and didactic books, aiming to integrate the rural context to the heterogeneity found in mixed-grade spaces. Still, they weaved challenges, exceedances, and achievements facing the pandemic via emergency remote teaching