Abstract

SOUZA, Maria Antônia de  and  SANTOS, Fernando Henrique Tisque dos. Educação do campo: prática do professor em classe multisseriada. Rev. Diálogo Educ. [online]. 2007, vol.07, n.22, pp.211-227. ISSN 1981-416X.

The rural social movement participation, particularly MST(Landless Worker Movement), in the design of education guided to answer to their interests has been growing since the decade 1980’s as well as the demands of public schools construction in the Land Reform settlements. This work is the result of a research aiming to deepen discussion on Rural Education in Brazil, particularly in Land Reform settlements in the state of Paraná, trying to understand their traits through the analyses of teaching practice in a multigraded classroom. This study was carried out in the Municipal Shool Padre Ezequiel Ramin, located in the Rio D’Areia de Cima settlement, in the town Teixeira Soares. The methodological procedures used to formulate the research plan were: review of related literature and field work, that is, data collecting obtained through interview with the settled people, with the teacher; and observation in the classroom. Studies with discussions on Rural Social Movements, on Landless Rural Worker Movement in Brazil and on rural education have been used as theoretical foundation to this research. We realized that multigraded school is presented as a possibility for knowledge production; in addition, its structure allows social relationship building up based on tolerance and respect to diversity. Teaching practice is not dichotomized from their student social-economical reality; and it worries about citizenship development. Teachers experience the challenge of content and methodology planning taking into consideration settled children needs and experiences as well as the different faces of educative creation in the multigraded classroom.

Keywords : Rural Education; Teaching Practice; MST.

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