THE TEACHING AND LEARNING PROCESS IN MULTIGRADE CLASSROOMS IN RURAL AREAS: CHALLENGES AND PEDAGOGICAL POSSIBILITIES

Abstract

This study analyzes the teaching and learning process in multi-grade classrooms in rural areas, highlighting the challenges and pedagogical possibilities of this organizational model, common in rural schools. These classes bring together students from different grades in a single room, configuring themselves as a strategy to guarantee access to education in localities with low enrollment numbers. The research is characterized as qualitative, exploratory, and descriptive in nature, developed through a bibliographic review of scientific productions and official documents on Rural Education and pedagogical practices in multi-grade classrooms. The results point to challenges such as insufficient teacher training, scarcity of teaching resources, and the complexity of planning to meet different learning levels simultaneously. However, potentialities are evident, such as the promotion of collaborative learning, student autonomy, and greater proximity between teacher and students. It is concluded that, despite structural limitations, multi-grade classrooms have significant pedagogical potential when there is adequate planning, continuing education, and public policies that strengthen Rural Education.