The research presented aims to analyze the different forms of organization of the pedagogical work carried out in multigrade Early Childhood Education classes in rural schools in the municipality of Humaitá (AM). Early Childhood Education, the first stage of Basic Education, underwent changes in terms of achievements through legislation, theory and practice. The achievements are the result of the broad movement of society and social movements for children to be considered subjects of rights. Rural Early Childhood Education includes the diversity of peoples and populations that live in rural territories, with the aim of offering an education that is committed to valuing the knowledge of rural people. In this context, we find the multigrade classes that in the municipality of Humaitá serve children from Early Childhood Education grouped with children from Elementary School. This is a qualitative research, a case study, and for the systematic collection of data, semi-structured interviews and questionnaires were used during the activities developed, collection and analysis of plans and dialogues, organization of records and writing of the text. The study allowed us to understand the forms of organization of the pedagogical work carried out by the educators of Early Childhood Education in the countryside, revealing that it is a challenge to work with Early Childhood Education in multigrade classes that seek strategies to better serve children. The difficulties are numerous, but they develop activities according to the possibilities in the face of often the absence of training and resources.
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