HISTORICAL CONTEXT OF MULTI-GRADE EDUCATION IN SCHOOLS IN THE BRAZILIAN COUNTRYSIDE

Abstract

This article investigates the advances in education in the countryside with regard to multigrade schools in the early grades of elementary school. Its objectives are: To identify and describe the advances in rural education, with regard to multigrade schools in the Brazilian scenario. It is characterized as a bibliographic research, has a descriptive character with a qualitative approach. The data were analyzed using the content analysis method, as this method allows the obtaining of concrete results that are close to reality. The history of multigrade teaching in Brazil takes us back to Colonial Brazil, where forms of teaching with characteristics similar to the current multigrade were implemented in the country. The results show that education in rural areas has made few advances throughout its history, especially when it comes to multigrade teaching in the early grades of elementary school, such a teaching model has always been marked by stagnation, setbacks and forgetfulness by the authorities. Therefore, this article demonstrates the advances that have occurred in education in rural areas in the multigrade model and the challenges that still exist today.