“O ponto negativo das turmas multisseriadas é não serem seriadas”: narrativas de professoras que ensinam matemática nos anos iniciais na educação do campo

Abstract

Countryside Education was formed from the struggles of social movements representing the interests of countryside people, resulting in a new awareness of these rights. Because they were born from a process of struggle, countryside schools are not exempt from these achievements. This thesis aims to understand and analyze the education and pedagogical practices of teachers who teach mathematics in multigrade countryside schools in the municipality of Varre-Sai/RJ. It unfolded into three specific objectives: to analyze the education of teachers who work in these multigrade classes and how this education impacts their pedagogical practice; identify pedagogical practices of teachers who teach mathematics in the early years in multigrade classes; identify and analyze the challenges and dilemmas in the pedagogical practice of teachers in multigrade classes, which made it possible to begin the search for answers to the guiding questions: What is the education and pedagogical practice of teachers who teach mathematics in multigrade countryside schools like? How does this teacher face the challenges and dilemmas of teaching in multigrade classes? To this end, the principles of qualitative (auto) biographical research were used with four teachers who worked in four multigrade countryside schools in the city of Varre-Sai/RJ. To produce data, narrative interviews were carried out with the research participants, in addition to written narratives, field diaries, observation and the construction of a biogram. Data analysis indicated that despite the achievements in the field of Countryside Education, specific education for teachers who work in countryside schools is not continuous and does not always reach the municipality. It was also evident, from the narratives of the participating teachers, that their pedagogical practices are based on experiences throughout their career, developing professionally, often, in a solitary way in this teaching and learning process, resulting in the reproduction of practices pedagogical practices centered on the textbook, without considering the specificities of countryside schools. Teachers aim for education that meets the reality and specificities of the classes they teach, considering the heterogeneity of students in multigrade classes, with different ages and levels of knowledge. Therefore, teacher education policies for Countryside Education that consider the specificities of countryside people are necessary. To do this, it is necessary to first look at these schools as being the center of this education, covering all the bodies responsible for this education such as universities, education departments, the teacher, the pedagogical coordination and the school community, in a cyclical and integrated way. The narratives allowed the interviewed teachers, as well as the researcher, to revisit their memories, remembering, relating different dimensions of their professional and personal trajectory, thus constituting a subject in education, in a process of getting to know themselves, revealing their learning, experiences and memories throughout life. In this process of appropriation, it is understood that, based on the experiences lived by the teachers, the work with the narratives provided an understanding of education as a process that is constructed and reconstructed throughout life.