A multisseriação em escolas do campo na visão de professoras de ciências da natureza

Abstract

The present work had the main objective to investigate the context of the work of three teachers in multi - series classes. It was sought, in the view of the participants of the research, to understand the positives and negatives of teaching in a multi-serialized class. The qualitative methodology was exploratory characterizing itself as a case study. Data collection was performed through a questonary composed of ten open questions. The answers were analyzed in a descriptive way, seeking similarities and divergences in the views of the three participants regarding multisserie teaching. The results were discussed with the researches of the basic authors used in the theoretical reference. The results pointed out that the participants feel difficulties in their work in the multisseries classes in relation to the difference of the students' age and the level of learning. They also do not feel prepared to work in schools that have multisite classes because they do not have a training aimed at working with rooms that have students of different ages and series. The work also pointed out the positive points, negative and alternative teaching methodologies to facilitate the work of teachers, seeking to relate to the context of the students. After the study the conclusion was that the school in the field, the main school with multisite classes, needs a curriculum focused on the values of the field and its teachers of continuous training that discuss the multi-seriado teaching and help giving subsidies for these teachers.