The present work has as its theme the pedagogical practices carried out by the countryside primary school teacher. It is carried out in a municipal school of early childhood and elementary school, located in the rural area of the municipality of Abaetetuba/PA. It consists of field research, with a qualitative approach, with participant observation and semi-structured interviews for data collection. The objective is to present and discuss the reality of the rural school, highlighting the pedagogical practices present, based on the tripod of early childhood education, according to the BNCC which is: play, care for and educate. We understand teaching practice as a pedagogical action in its concrete aspects, based on theories studied and analyzed, supported by educational realities and observation of the child's action in their development. About the structure of the school and established relationships, there are the following results, the classroom has colorful chairs and tables, adapted to children, as well as several posters of a pedagogical nature. The teacher works with an activity book assembled by herself, and two specific notebooks, for classroom and home activity. Located on the side of the road, the noise of cars is constant, interrupting the teacher's speech. Children are always assisted by the teacher and the inspector, whether is for snacking or playing. Parents maintain a good relationship with educators and employees, and most of them care about the lives and school performance of children. It is concluded that, despite the challenges observed, with regard to the teachinglearning of children, they are within what is expected for the age group and educational level.
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