Alfabetização e letramento em turmas multisseriadas: um estudo sobre as práticas pedagógicas no município de Calumbi - PE

Abstract

This work aimed to understand the teaching practice in the multi-series classes, in order to identify what strategies teachers develop to deal with the learning levels of each student. Specifically, it aims to: a) understand the theoretical-methodological referrals of the teacher; b) to improve our understanding of Field Schools and to reconstruct our imaginary about the education given there; c) characterize the pedagogical actions during the literacy phase and for this, we seek to base the theoretical postulates of Mendonça (2007), Hage (2006), Magda Soares (2004), among others. In order to do so, we carried out a case study, based on the qualitative research, with an ethnographic nature, with emphasis on the pedagogical practices carried out by two teachers of mutisseriado teaching, inSchool of the Field, specifically in the municipality of Calumbi-PE. Methodological procedure, we used reports of classroom observations and an interview, in addition to collecting both bibliographic and observational data during the pedagogical practices carried out. The results pointed out that it is possible to reach the quality of education in the multi-series classes, through educational practices that use different methodologies, and that provide both the literacy development and the literacy of each subject, in order to recognize reading and writing as practices social, and which is perceived as part of society and can contribute to social transformation.