Paradignas do Ensino-Aprendizagem: práticas educativas vivenciadas em uma sala de aula multisseriada.

Abstract

The study in question on the teaching-learning paradigms: educational practices experienced in a multigrade classroom aims to comprehend the teaching-learning paradigms and teaching practices experienced in the context of a multigrade classroom. Studies were conducted on existing literature with theoretical contributions from the following authors: Pereira (2021); Pacheco (2020); Morán (2015); Araujo (2014), Behrens and Oliari (2007); Cardinalli (2006); and Pérez (1998); among others. The study was carried out in a municipal public school located in the rural area of São João do Rio do Peixe – PB. The study subjects consisted of a primary school teacher, teaching 1st to 5th grade in a multigrade classroom; a school principal; a pedagogical coordinator, and four students. Following the defined methodological procedures, an initial bibliographic survey on the topic was conducted, along with a week of classroom observation, aiming to better understand the teaching-learning process and educational practices. Subsequently, a field study was conducted with pre-scheduled semi-structured interviews based on the participant's availability, carried out in person, recorded in audio, and later digitized, respecting the participants' statements. After the initial reading, the collected data were systematized, categorized, and then analyzed and interpreted in a qualitative-quantitative approach. During the study, it was concluded that there is a fragility in pedagogical practices when dealing with multigrade classrooms; identification of learning challenges in reading and writing, and limited physical space to better cater to the students. The primary resource for identifying student difficulties is the assessment. In relationship between the school under study and families, there is a need to reconsider practices to effectively bring the parties nvolved closer, aiming for the full development of the child.