The present study presents as a theme the teaching challenges in multisite classes of rural
schools in the municipality of Inhangapi-Pará, whose main objective is to analyze the
challenges faced by teachers who teach in multi-grade classes in rural schools in the
municipality of Inhangapi-PA. We used as a data collection technique the semi-structured
interview with three teachers from the Municipal School of Early Childhood Education and
Elementary School of Maracanã, Municipal School of Early Childhood Education and
Cumaru Elementary School and Municipal School of Early Childhood Education and
Elementary School of Alto Patauateua, all located in the field and operate on multi-series
classes. As a theoretical contribution, we chose authors, such as Arroyo (1999); Arroyo,
Caldart and Molina (2004), Brandão (2001); Caldart (2002, 2004, 2012); Hage (2005, 2011);
Kolling, Nery and Molina (1999); in addition to education legislation, such as LDB 9394/96,
and the Operational Guidelines for Basic Education in Field Schools (2002, 2008), among
others. Based on the data collected and analyzed, we infer that there is still more investment
in education that is offered in the rural schools, and that the challenges are great for a single
teacher to teach in a single classroom with several grades and ages in one environment.
|
