Docência em classes multisseriadas na educação do campo amazônica: desafios e potencialidades

Abstract

The present research developed in this Undergraduate Final Paper (TCC) aims to understand the development of teaching in multigrade contexts in the southern region of Amazonas, through the analysis of scientific productions from the Graduate Programs in Education and in Science and Humanities Teaching at the Federal University of Amazonas (UFAM), using as analytical material the scientific works available in UFAM’s database. Currently, multigrade education remains a topic that requires in-depth debate, as evidenced in the studies by Hage (2006) and Souza (2012). The methodology is based on a qualitative approach and documentary research. Specifically, the objectives are: to survey scientific productions hosted on the websites of the Graduate Programs in Education and in Science and Humanities Teaching over the last five years; to identify studies that focus on teaching in multigrade contexts; to verify the contexts and participants of the research; and to analyze, within these works, the challenges faced by teachers in multigrade teaching contexts. The results show that, although the number of productions in the period analyzed is still limited, they play a fundamental role in giving visibility to Rural Education, which has historically been neglected in educational policies, yet is essential to guaranteeing the right to education in many Amazonian communities and across the country. Furthermore, it was found that numerous challenges persist, such as poor school infrastructure in rural areas, lack of teaching materials, limited internet access, and the need for specific pedagogical training for teachers working in multigrade classrooms. It is concluded that these factors reinforce the importance of expanding research on the educational reality of rural areas, as well as highlighting the processes of struggle and resistance of these communities.