O ensino de Geografia em uma escola do campo multisseriada: relatos, vivências e desafios.

Abstract

Teaching Geography in a multigrade rural school, such as EMEF Belino Alves Feitosa , imposes specific challenges, but also unparalleled opportunities for both students and teachers. In the didactic scope, the lack of technological and material resources requires the adoption of alternative and creative pedagogical strategies, such as an interdisciplinary approach and the use of local resources. This scenario provides more meaningful learning by connecting the content directly with the students' experiences. The second dimension analyzed is the impact of the discipline on students' citizen ship formation and their integration with the community. The proximity of the rural and multi grade school environment allows for more individualized work, which favors the development of socio emotional skills, stimulation of critical thinking and the for mation of conscious citizens. Geography thus becomes a tool not only for understanding physical space, but also for understanding the complex social, economic and political relationships that permeate students' daily lives. Being a teacher in this context requires a holistic approach to education, where the objective goes beyond the simple transmission of content, also encompassing the integral formation of students as citizens engaged in their communities. The general objective of the study is to report th e experience of teaching Geography in a multigrade school in the early years of elementary school, sharing challenges and strategies to promote geographic learning for students in different grades. The specific objectives are: to carry out a bibliographica l review in relation to the following topics: Teaching Geography in the early years of elementary school, Teaching Geography and Rural Education and Teaching Geography in multigrade rural schools; describe how geographic education is developed in the rural multigrade school; discuss the importance of geography in multigrade classrooms; identify the challenges of teaching Geography in multigrade classrooms; indicate strategies for teaching Geography in multigrade schools in the countryside. This is qualitati ve research as an investigation method. Being a Geography teacher in an environment as specific as a multi grade rural school requires a holistic approach to education.