The training of teachers who work in multigrade classes in the field at the headquarters of the Municipality of Nova Viçosa/BA

Abstract

Rural Education seeks to guarantee the comprehensive training of rural students, providing them with an education that takes sociais, cultural and economic aspects into account. Among the proposals are multi-grade schools, which house students from different grades, age groups and learning levels. These schools are constantly under the stereotypical view that multigrade is an impediment to quality education, even among the teachers who work there. To change this vision of the serial paradigm, teachers need to consider the heterogeneity present in these classes. It is in this sense that teacher training, both initial and continuing, must be an ally, as it needs to be expanded, contributing to transforming teaching practice and changing this reality present in the field. Thus, this article aims to verify and discuss the training of teachers who work in multigrade rural schools in the municipality of Nova Viçosa/BA. The text brings reflections regarding the training of teachers who teach in rural schools with this teaching organization format. In the qualitative research framework, data collection took place through a questionnaire and interviews with four teachers, a director and a coordinator who work in these schools in the municipality of Nova Viçosa/BA. The data was submitted to Hermeneutics to interpret the participants' statements and, thus, discuss with researchers in the area. It was verified that the teachers who work in these schools did not have specific initial training for teaching in multigrades, and the only courses they took follow the logic of the urban-centric paradigm. The results show that it is necessary for the education department responsible for the schools where the research participants teach to review continuing training, to overcome the gaps in initial training and for teachers to actually take into account the heterogeneity present in these classes.