Abstract

SANTOS, Maria Cristina dos  and  NUNES, Klívia de Cássia Silva. CURRICULUM AND OBJECTIVE KNOWLEDGE INTO THE MULTIGRADE SCHOOLS’ SET UP. Rev. Exitus [online]. 2021, vol.11, e020154.  Epub May 10, 2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2021v11n1id1564.

The multiseries classrooms are made up of heterogeneous classes of students who are at a different level of knowledge, schooling and age, in the same space, and with a single teacher. Generally, the organization of teaching in these classrooms follows the same model as in the serial classrooms, which leads to the separation of students by grade and/or year of schooling and the elaboration of different lesson plans, which can lead to not being able to attend achieve all educational objectives and precarious access to the curriculum content foreseen for each grade. This article aims to reflect on the curricular organization in the multiserial rooms aiming at the transmission and acquisition of objective knowledge from the theoretical-methodological support of Historical-Critical Pedagogy, a dialectical historical materialistic pedagogical theory. We suggested the possibility of organizing the pedagogical work in these rooms based on a unique curriculum in which the contents worked are the same, varying the content and the depth of the activities according to the level of development of each child. The guiding question of this work is: how to organize teaching in multiseries rooms in order to contribute with objective knowledge mediated by the acquisition of scientific knowledge, which allows the rise of thought from abstract to concrete, regardless of the level of knowledge and age that students meet? This is a theoretical article based on a study of the Marxist pedagogical framework and observations and notes of research carried out by the authors on teaching work and teaching in schools in rural areas. We seek to elaborate a response, albeit provisional, as a way to contribute to the discussions on teaching in the multiserial rooms that enable the social and conscious formation of the son of the field worker so that he perceives himself as a citizen of rights and duties, who is capable to recognize itself as a protagonist of history and a potential for social transformation.

Keywords : Rural Education; Historical-Critical Pedagogy; School Curriculum; Multigrade School.

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