Name: IRANÍ DA SILVA DE JESUS
Publication date: 12/11/2020
Advisor:
Name |
Role |
|---|---|
| DEBORA MONTEIRO DO AMARAL | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| DEBORA MONTEIRO DO AMARAL | Advisor * |
Summary: This study seeks to investigate the teaching-learning process in a multi-graded classroom of a rural school in the city of Linhares / ES and to envision paths for a humanizing pedagogical performance. It is justified by the relevance it represents for the education of our country, in the sense of making it explicit, for society, the importance of valuing Rural Education and the multi-graded rooms, as we are faced with a scenario in which many multi-graded schools are being shut down, which represents a setback in face of all the struggle and resistance defended by social movements, which seek to guarantee a Basic Rural Education with a focus on the reality of the peasants. The proposed work also intends to analyze, exhibit and raise issues related to the teaching-learning process in multi-graded rooms in rural schools. The theoretical-methodological framework used is based on the concepts of Salomão Hage (2009, 2013, 2014), which addresses relevant knowledge about multi-graded rooms and their characteristics. We reflected on Rural Education based on the ideas of Miguel Arroyo, Roseli Caldart and Mônica Molina (2011), through the book "Por Uma Educação do Campo", in which we made a historical journey on the achievements of Basic Rural Education. Another important author that supports this study is Paulo Freire (2019, 2018), who discusses the teaching-learning process in a critical liberating perspective. For data collection and production, a qualitative research was developed, in which we used as data collection instrument the participant observation and interview in a rural school in the city of Linhares / ES, which holds classes from the 1st to the 5th year/grade of elementary school ; the field diary, which is an important instrument for recording the relevant points developed; and the individual interview. With the development of this research, it was possible to identify that 56% of rural schools in the city of Linhares joined two stages, classified, according to Paulo Freire, as literacy and post-literacy, constituting a challenging factor for teaching in multi-graded classrooms. Besides that, it was evidenced that the teaching practice is developed by a naive point of view that the didactic material should adapted itself to the reality of the students, leaving it unnoticed that the only person capable of bringing the contents closer to the reality of the student is the teacher, who is on the front line in the classroom. For this reason, we think that pedagogical work through generative themes could provide students with meaningful and questioning learning that prioritizes a critical reflection of reality. Thus, it was proposed, as an educational product, a notebook with some proposals for methodological guidelines for teaching in multi-graded rooms, focused on teaching practice based on generating themes, in the perspective of Paulo Freire, in order to contribute in a significant way to the teaching-learning process in multi- graded classrooms in rural schools in the city of Linhares / ES.
