Resumo

MOTA, Charles Maycon de Almeida; SILVA, Fabrício Oliveira da  e  RIOS, Jane Adriana Vasconcelos Pacheco. Multigrade classes in rural schools: Locus of practices contextualized by difference. Rev. Port. de Educação [online]. 2021, vol.34, n.2, pp.107-124.  Epub 02-Ago-2022. ISSN 0871-9187.  https://doi.org/10.21814/rpe.20763.

This study seeks to understand how teaching practices are unveiled and are constituted as ways of narrating, making and forming in the events of the teaching profession, showing how teachers deal with the difference in multigrade classes in rural schools. The research was developed from narratives of the training of five teachers who live in rural communities in the municipality of Várzea do Poço / BA, in the interior of Bahia-Brazil. They are, therefore, teachers who work in Basic Education, developing teaching in multigrade classes in rural schools. As information collection devices, Formative Workshops were developed, inspired by the proposal of the Biographical Workshops of Delory-Momberg (2006). The workshops were constituted as spaces for the production of narratives. This study is based on the (auto) biographical approach based on qualitative research, taking the narratives as a device for research and training of/in teaching in rural schools. It is concluded that the experience is one of the main elements of the production of teaching in multigrade classes of the rural schools, in which ways of narrating, making and forming, are conditions for the production of teaching in these spaces. We conclude, even though the proposals for contextualizing the classes collaborate to give centrality to the differences in the rural schools.

Palavras-chave : Teaching in Basic Education; multigrade classes in the rural area; research-training; narratives..

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