This work aims to investigate the processes of literacy in a multigrade class at the Escola Municipal de Ensino Infantil e Fundamental Professor Mercedes Costa de Loureiro, located in Santarém Novo, Pará. It is used a qualitative methodology, based on studies by Brandão (1981), Libâneo (2013), Beltrame (2009), Hage (2010) and other theorists. The study found that Rural Education, especially multi-grade classes, faces difficulties in terms of visibility in public policies. The research found obstacles to accessing relevant information, such as the School Census and evaluations of the quality of education, which exclude classes with few students in Basic Education. In addition to the difficulties faced by rural schools, the heterogeneity of classes, with students of different age groups, contributes to reducing the quality of teaching in this model. In spite of the challenges, most professionals and families involved demonstrate an interest in improving teaching and facilitating learning. Despite advances in rural education in Brazil, there are still difficulties and daily challenges to attend to the needs of these students.
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