It presents as main objective to identify how the pedagogical practice (s) of the art teacher is
developed in the 1st grade class of the Elementary School of the Manoel de Sousa Lima
Municipal School in the Folha Grossa Village, Tocantinópolis-TO. As specific, I highlight: to
analyze how art teaching occurs in the 1st grade class of Elementary School of the Manoel de
Sousa Lima Municipal School in the Folha Grossa/Tocantins; to reflect the theoretical and
practical activities developed by students in the field of art in the rural school; check which
methodologies are used by the teacher in art classes; understand how art is designed by the
school's discipline teacher and political pedagogical project. As methodological procedures
the research had qualitative approach of characteristic case study. The data collected in the
research were generated from semistructured interviews with the teacher of the studied class
and through the direct observations of the classes of Art of that same class. Among some
results, I found in the research that the 1st year students had difficulty accompanying the
teacher in most of the activities developed with the children, because they are students who
are starting to become literate the contents exposed could be more worked for the year since
most of the time only the following year of the observation group was able to follow and
understand the content. Multiservice education is a great challenge for educators in this area,
as they need to educate children of different levels of education and age. As this research
shows, the educator makes his students understand the same subject, seeking to give relevance
to the different age groups of the children. The progress and difficulties in a room must be
evaluated in order to rethink its methodology. For this, it is necessary for this teaching of
multiseriado classes that the policies of formation will be extended so that a higher education
for the educators of the countryside is granted, so as to guarantee a qualified work for those
who already work in the Field or for those who belong to the countryside and want to act in
that space. In addition, the pedagogical practices with the researched class are developed
through painting, sculpture, text systematization and practical classes, where the educator
seeks to pass on to his students in a way only proposing no other teaching strategy if some
student has not been able to conclude the methodology used.
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