INTERDISCIPLINARITY IN MULTIGRADE CLASSROOMS

Abstract

This article aims to discuss perceptions of interdisciplinarity in multi-grade classrooms. This is a relevant topic, given that this is the reality of many teachers, who have difficulty meeting the pedagogical demands of students of different grades and age groups in the same environment in an equitable and efficient manner. Multi-grade classrooms are common in rural or sparsely populated contexts. In addition, the scarcity of specific teaching resources for this modality and the lack of continuing education focused on pedagogical practices make the task even more challenging. In this context, it is essential to invest in public policies that offer support to teachers, promoting continuing education, teaching materials, and greater pedagogical support, aiming to improve the performance and integration of students in multi-grade classrooms.