This study was born from the experiences and approaches with riverside communities located in the municipality of Barreirinha-AM, where it was possible to identify some challenges reported by teachers, among them: initial training to work in rural schools, the absence of public policies directed at the structure of schools, teaching work, didactic-pedagogical materials and the valorization of teaching. Its general objective is to understand the process of training and teaching practice of a teacher who works in multi-grade classes. Methodologically, it has a qualitative character, carried out in stages: the first stage consisted of readings and studies through literature review, this tool assists in the analysis of bibliographic production; in the second stage, the location to conduct the field research was chosen, a school with multi-grade classes, located in a riverside context. The research subject was a teacher from the rural school with multi-grade classes, with a semi-structured interview being conducted to learn about his experiences, training and practice. The data collected show that teaching in multi-grade classes requires not only technical preparation, but also sensitivity and social commitment, given the heterogeneity of the students and the adverse conditions faced in riverside communities. Thus, the study, by presenting the reality of teachers in multi-grade classes, reinforces the urgent need for public policies that value and reach rural schools, ensuring adequate infrastructure, specific ongoing training and decent working conditions. Without these interventions, the teaching-learning process will continue to be compromised, perpetuating inequalities.
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