Os desafios enfrentados pelos professores no ensino- aprendizagem em escolas multiseriadas da zona rural de Piripiri: um estudo sobre Rosa do Deserto

Abstract

Education is a right for everyone, although in its history it was seen as belonging only to the elite, and this segregating nature is observed when offered to minorities in rural education, such as multigrade classes. Thus, it is understood that these people have the right, in their teaching-learning process, to have access to resources, whether material or human, that facilitate this literacy and belonging within their experiences and knowledge. This study proposes a reflection on the relationship between the literacy process in multigrade classrooms. From this, the general objective emerged to investigate how the literacy process happens in multigrade classrooms in the rural area of ​​Piripiri (PI). The methodology used was qualitative. Richardson (2012, p. 91) understands that qualitative research can be characterized as an attempt to gain a thorough understanding of its object of study. The research was carried out at school Rosa do Deserto, with a teacher, whose name in this work we have fictitious, in order to preserve her real name. This study had authors who supported the research Gusso and Almeida (2009), Caldart (2010), Rocha and Hage (2010), Creswell (2007), which helped the understanding of Rural Education and Multigrade Classes; and Ribeiro (2012), Ferreiro (2017) and Soares (2009) among others. And this study showed that this teaching/learning process in multi-grade classrooms involves very tiring hard work with various plans, where they put all their methods into practice while also using teaching resources and materials to help. The difficulties encountered by the teacher are lack of time for planning, support of human and material resources, lack of a specific curriculum for rural education and the form of teaching, given that there are several grades in one room and the lack of training specific to multigrade classes.