Educational Practices in Teaching Work in Multigrade Classes: Ways of Dealing with Differences in School

Authors: Oliveira da Silva F and de Almeida Mota CM

DOI: 10.23880/phij-16000194

Volume 4, Issue 3

Abstract

This article presents discussions and results of a research that aimed to understand how the teachers of the multi-series schools conceive the differences and how they deal with them in the classroom. In the course of the study, we used qualitative research based on the (auto)biographical approach. In this way, I take the narratives as a device of investigation, because I understand that the narratives of formation-profession bring with them elements overloaded with subjectivities and, therefore, favor productions of meanings about the formation. To this end, we have used the formative workshops, inspired by the biographical workshops, with six teachers who work in multigrade classes of rural schools, in the county of Várzea do Poço, in the interior of Bahia-Brazil. We can perceive with this research that the differences are being demarcated specifically by the social factor in which their students are and by the learning difficulties that some of them present, triggering the perception that the difference is still associated with the absence of normalizing elements of the subjects. Thus, the study evidenced that the differences are taken as something segregating the subjects, in which the solution is to homogenize the subjects, in a perspective of not recognizing the differences in the cultural and social dimensions. 

Keywords: Differences; Teaching profession; Teaching in multigrade classes

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