The present study deals with the teaching learning process in rural schools and the need to be
discussed and reflected upon by all. Therefore, discussing strategies that improve rural
education contributes to the articulation of meaningful learning and contextualized with reality.
Therefore, the research aimed to analyze the educational reality of a rural school, as well as
to experience the didactic and pedagogical process in multigrade classes. The research has a
qualitative approach, of the participant and field research type, interviews were carried out
addressing the curriculum, the pedagogical practices, planning, and the challenges faced; the
descriptive analysis allowed us to go through the teachers' reports in the multigrade
classrooms of the rural school. The research site was a school in the rural area of the city of
Barreirinha, and the study subjects are two teachers who work in these schools. The analysis
of the data showed the great need for continued education for teachers who work in these
schools, because it was perceived that teaching methods are fragmented and do not allow the
full development of students, being present a traditional teaching presented by teachers in the
reports. Therefore, the research awakens to a new pedagogical practice, having as a resource
the everyday life of the studies and the knowledge that is presented in the classroom.
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