Classes multisseriadas: o projeto político pedagógico, formações e condições de trabalho dos professores das escolas do campo da sede do município de Nova Viçosa-BA

• Ano de defesa: 2024
• Autor(a) principal: Silva, Iago Santos da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Classes multisseriadas; Educação do campo; Formação de Professores; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/18002

Rural Education seeks to ensure the holistic development of students living in rural areas, providing them with an education that considers social, cultural, and economic aspects. Among the formal teaching proposals are multi-grade schools, which accommodate students of different grades, age groups, and learning levels, leading to various negative opinions about their educational effectiveness. It is precisely this stigma that drives these schools into precarious conditions. Based on this, the research aimed to investigate and understand the school reality of multi-grade classes in the rural areas of the municipality of Nova Viçosa/BA, focusing on the PoliticalPedagogical Project, teacher training, and working conditions. The motivation is based on the need to expand studies on multi-grade classes, given that they play a crucial role in the education of rural subjects. Considering this objective, the following research question was outlined: What is the reality of multi-grade classes in rural areas concerning the Political-Pedagogical Project, teacher training, and working conditions in the municipality of Nova Viçosa/Bahia? To achieve this, the research relied on theoretical discussions about agrarian issues, education in and for rural areas, Pedagogy of Alternation as a pedagogical strategy, the challenges of multi-grade schools in Brazil, and the training of teachers who work in these schools. Within the framework of a qualitative, ethnographic research approach, data collection for this study was conducted through four methods: (1) document analysis of the schools' Political-Pedagogical Project; (2) participant observation; (3) a questionnaire to characterize the research participants; and (4) a semi-structured interview with the principal and coordinator, and a semi-structured interview with four teachers. The semi-structured interview data were subjected to hermeneutic analysis to interpret the participants' statements and discuss them with the theoretical framework. The results indicate that the investigated schools do not have a specific Political-Pedagogical Project that truly ensures rural education. The schools that should cater to rural areas follow the same logic as urban schools. This can lead to exclusion and contribute to the loss of cultural identity and the devaluation of local knowledge. Additionally, it was identified that the teachers working in these schools did not receive specific training. The only courses they attended follow the logic of an urban-centric paradigm. Furthermore, it was found that, despite recent renovations, the schools lack infrastructure and teaching materials, which hinders the teaching profession. Based on these findings, this research presents recommendations that are considered important to minimize the difficulties faced by the investigated schools.