Pedagogical practices in multiseriate class in rural education

Abstract

The present work, which is the result of a master's thesis, seeks to contextualize the study plan, as a pedagogical element of Rural Education. The research took place in a multiseriate class located in the rural area of ​​the municipality of São Mateus-Espírito Santo. The objective of the research was to analyze whether Environmental Education, as a cross-cutting theme, can be intertwined with the literacy processes of students from 4 to 8 years of age and in the generating themes proposed by the curriculum of multiserial schools in the field. The methodology used was action research with a qualitative approach in which participant observation was used, as well as pedagogical intervention activities to develop a didactic sequence in the teaching of Environmental Education. The results found reveal the possibilities of insertion of Environmental Education in the school daily life from the themes that generate rural schools, emphasizing the importance of this work as a way of dialoguing with the social and environmental context of rural boys and girls, in addition to enabling practices meaningful and contextualized literacy courses accompanied by situated literacy practices. In this sense, this article will address a part of the research carried out showing a meaningful and contextualized practice based on the study plan, which is a pedagogical element of rural schools.

Keywords: Study plan. Pedagogical element. Multiseriate class. Rural education.