TRABALHO DOCENTE E ESCOLA RURAL: TRAVESSIAS, DESCOBERTAS E SURPRESAS NO ENSINO MULTISSERIADO

Abstract

The study intended to analyze the implications and possibilities related to the beginning of the teaching career in multigrade classes. The carrying out of narrative interviews with four teachers of the multigrade classes of the initial years of Elementary School was prioritized. As for the analysis of the narratives, we opted for the perspective of comprehensive-interpretative analysis. The teachers' narratives presented the teachers' feelings regarding teaching in the multigrade rural school. Issues related to the condition of teaching work in rural multigrade schools were identified as central, especially aspects related to the lack of pedagogical training for the context of multigrade teaching, in addition to difficulties related to transportation, long journeys and crossings carried out by teachers from the city to the rural schools.