Resumo

SILVA, Isaias da; SILVA, Janssen Felipe da  e  FERREIRA, Michele Guerreiro. DECOLONIAL TEACHING AND MANAGEMENT CURRICULAR PRACTICES IN MULTI-GRADE RURAL CLASSROOMS. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2025, vol.34, n.77, pp.208-223.  Epub 23-Set-2025. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2025.v34.n77.p208-223.

This text discusses teacher-managerial curricular practices that have been implemented in rural schools with multi-grade classrooms based on reflections from post-colonial curriculum studies. Thus, the aim is to highlight the possibilities and political-practical tensions in the construction of specific and differentiated curricula in the context of multi-grading. Methodologically, we used bibliographic research and content analysis to establish dialogues about decolonial teacher-managerial curricular practices. We conclude that these practices, in the midst of possibilities and tensions, build knowledge based on principles that are politically and pedagogically aligned with the real demands of the school environment. This includes formative processes, teaching resources, methodological and assessment processes, and other internal and external contexts to the school territory, aiming to break the marginalization imposed on rural schools with multi-grade classrooms.

Palavras-chave : Teacher-Managerial Curricular Practice; Post-Colonial Studies; Rural Education; Rural Schools with Multi-Grade Classrooms.

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