Atuação do/a professora/a nas escolas multisseriadas do campo: desafios e possibilidades no processo de ensino-aprendizagem na Educação Infantil.

Abstract

This monograph explains about educational environment issues, it treats about the teaching on multiterm classes that also includes the Childhood Education, being them rural schools. The subject highlights the importance to increase the knowledge about the education and its overture with emphasis on the treatments’ quality and equality in these areas. Noting the classroom’s quantity that counts this multiple organization in the city of São José da Lagoa Tapada, in the state of Paraiba. The research’s case is organized in: Which the main difficulties for teachers to realize the teach/knowledge process of children on the Childhood Education on multiterm classes? Main objective and specifics: analyse the teacher's performance over the obstacles founded on multiterm's rural schools"; recognize the main challenges on the teach/knowledge process on multiterm schools and discuss the pedagogical practices experienced under the teacher’s perspective. In this case, we have got the teorical contribution the following authors: Banaúba (2007); Cavalcante (2010); Teixeira; Lima (2012); Ximenes-Rocha; Colares (2013); Prado (2013; Hagemeyer (2004) and others, going through the historical environment, implications on the Childhood Education’s context and the pedagogical practices. On this methodology, we realized a local research, focused in quantity, using as data-gathering methods, the interview semi structured, with the collaboration of four teachers on the public’s teaching network that works with two classes – Childhood Education and first term in the Fundamental School. The data-analyze was made starting the analyze of content under thematic modality and that showed us there are huge challenges in rural schools , since the building structure, courseware and support over a Chilhood Education’s multiterm class, interfering on teaching’s work. We observed that the reports show us neglect, being the teachers the entire responsibility for the school’s operation, with nothing more paper and pen. At last, we understand how urgent is need a huge commitment in education in rural areas, keeping care the conditions provided for these schools, because the quality’s negligence on teaching demonstrates dereliction over the effort and progress we did it belong the history and, accordingly, increased the inequality levels.