THE CHALLENGES FACED BY COUNTRY TEACHERS IN MULTI-GRADE CLASSES IN THE MUNICIPALITY OF CORTÊS-PE

Abstract

This Article aims to investigate the challenges faced by rural teachers in multigrade classes in the city of Cortês-PE. Therefore, the work reports that the peculiarity is proven in the result, in the student's resourcefulness with interaction between teacher and student, considering that the contributions are positive, both in external and internal aspects, as the field presents realities that differ in many aspects. of urban reality. However, even with these challenges that are a daily reality in the practice of rural teachers, they are flexible in the work context, in order to meet students in their diverse singularities and educational needs. The objective was to identify the teacher's challenges, and verify how he carries out his pedagogical practice in rural schools that include multi-grade classes. The result of this research was confirmed in accordance with the hypothesis, since the interviewees agree that there are challenges in peasant schools, places where multigrade classrooms are a present reality, and that the lack of implementation of public policies reflects on the educational development of students. Having as support an interview in two municipal schools in Cortês-PE. This research is based on a qualitative field methodological approach that corresponds to exploratory. In a bibliographic review reading of law 9.394/96 LDB, (Rocha, 2015, p.41), (Caldart, R. S. 2016) among others.