Physical Education Teachers in multi-grade classes

(Re)signifying teaching activities in the Municipality of Nova Venécia/ES

Abstract

The text presents a reflection on the work of Physical Education teachers in multi-grade rural classes, specifically in the city of Nova Venécia/ES. Based on an autobiographical narrative, the author recounts his experience as a newly graduated teacher who fought for the inclusion of Physical Education in these schools, where previously activities were offered only as recreational activities by regular base teachers. The experience in multi-grade classes is marked by collaboration, humanization, and mutual exchange of knowledge, requiring sensitivity and openness to the particularities of the rural context. The purpose of the study is to highlight the importance of the presence of qualified Physical Education teachers in these spaces and to value rural schools as an environment that respects local culture and knowledge. Methodologically, the work is based on autobiography as a research tool, allowing for the critical analysis of lived experiences and the projection of new educational possibilities. Furthermore, it reinforces that teaching in multi-grade classes must be understood in its complexity, as it involves different grades in the same space, under the guidance of a single teacher, which demands specific strategies and sensitivity to local realities. It is worth noting that the text is based on experiences from 2015, and therefore the information contained therein was based on research from that year.