The present work is based on a restlessness of daily teaching experience with a
need to better understand the socio-educational relationship established in the 1st
cycle of the fundamental aim to improve and improve the pedagogical practice in the
multi-series classes in the municipality of Inhangapi, northeast of Pará. : What are the
strategies developed by the PNAIC to overcome the difficulties of reading the
students of the 1st cycle of the multi-grade class in a rural school in the municipality
of Inhangapi? The general objective is to discuss how the strategies developed by
the PNAIC are contributing to overcome the difficulties of reading students from multiserials classes in rural schools in the municipality of Inhangapi. The specific
objectives are: to characterize the educational context of the municipality of
Inhangapi and its implications in schools of the multisseriat class field; to understand
the strategies of the PNAIC to overcome the difficulties in the process of
appropriation of reading in Inhangapi / PA multisite classes and to analyze the
relationship between the PNAIC propositions and the difficulties pointed out by the
teachers of multi-seriate classes in Inhangapi / PA. Methodological basis was sought
in the qualitative research and the methodological instrument chosen for field work
was the on-site observation through a proposed questionnaire, which was analyzed
from the dialogue with some theorists such as: Brazil through the National Compact
Literacy in the Right Age (2012a, 2012b, 2014); Hage (2010); Ibernón (2009); Freire
(1987, 1996, 2018), Rosa (2008), among others. The subjects involved were three
servers of the public network being two teachers of multi-class and one pedagogical
coordinator. In view of the results obtained, it can be seen that the PNAIC is part of
the daily education of schools with multi-serials classes. However, it is not practiced
effectively due to different factors such as lack of teaching material, pedagogical
follow-up, continuous training, among others.
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