RURAL EDUCATION: THE CHALLENGES OF PEDAGOGICAL PRACTICE IN MULTI-YEAR CLASSES

Abstract

This study aims to investigate the challenges of pedagogical practice in multi-year classrooms in Rural Education. The objective of this study is to investigate the challenges faced by teachers in multi-year elementary school classrooms to understand the reality of Rural Education and propose alternatives that promote effective, inclusive, and transformative practice in the lives of rural students. The methodology adopted was qualitative and field-based, consisting of interviews with teachers designated P1 and P2, from two municipal schools in the municipality of Escada, Pernambuco. This work is based on Hage (2011), Caldart (2012), and Molina (2014). The results highlight significant challenges, ranging from heterogeneity of ages and learning levels, infrastructure, adapted pedagogical resources, and the lack of specific teacher training. It is worth noting that the challenges faced by multi-year rural education classes require not only investment in infrastructure and pedagogical resources, but also the enhancement of teacher training, which must be ongoing and focused on the specificities of this context, strengthening the teaching and learning process within the educational context.