A educação no Brasil e o ensino multisseriado: uma análise da percepção dos professores de Triunfo-PB.

Abstract

This paper presents a reflection about the issues guiding the type of education, known as multigrade teaching, which is a methodology for the organization of educational process in which a teacher meets at the same time, students belonging to the school years 1 st to 5th grade of elementary school. It was discussed in this context, as it has been structured this type of education in the municipality of Triunfo-PB, specifically as relates to teachers perception about the elements that guide the organization of the teaching. Thinking this discussion, we started with initially a theoretical reflection on the elements that have influenced the setting of Education in Brazil , in order to understand the relationship of these processes with the spatiotemporal mode of education in spacetime discussion. From this it was related to the geographical reality of the city of Triunfo-PB with the organization of the educational process and more specifically with education in the countryside and its characteristic multisseriacao. Finally, we present a based on a questionnaire sent to teachers working in Rural Education multigrade in order to understand the perceptions of ourselves in relation to the subject and reflect on the possibilities of organizing processes of constructive teaching analysis from a contextual and collaborative approach to classroom content. From the data analysis, it was realized some urgent issues in the discussion of the topic in question, fitting highlight the limitation of teacher training to deal with this type of education, which leads them to condemn the proposed multisseriacao and repeated practices teaching decontextualized space of individuals, so with school failure and condemnation of the teaching proposal contributing.