Resumen

LIMA, Maria Divina Ferreira; SILVA JUNIOR, Dilmar Rodrigues da  y  NASCIMENTO, Franc-Lane Sousa Carvalho do. THE AUTOBIOGRAPHICAL METHOD AND ITS FORMATIVE DIMENSION IN RESEARCH ON LITERACY IN MULTIGRADE CLASSES. Revista LES [online]. 2024, vol.28, n.57, 5338.  Epub 03-Abr-2025. ISSN 2526-8449.  https://doi.org/10.26694/rles.v28i57.5338.

The object of study of this research is: the autobiographical method as a training element in the literacy process in multigrade classes. Part of the following problem question: How are your literacy routines characterized by children in a multigrade class at a rural school? Its objective is to: characterize literacy routines in multigrade classes in rural schools. The research is based on the conception of literacy in multigrade classes as an educational modality marked by singularities inherent to the identity and culture of rural people. Regarding multigrade classes, he understands that they are contexts that offer the first stage of elementary education (1st to 5th year), in a single learning space, to serve students who are in different grades or school years. Regarding methodological aspects, this is a study guided by the principles of the autobiographical method, consolidated through narrative research, according to the propositions of Dominicé (1988) and Ferraroti (2010). The production of narratives occurred through narrative interviews based on the assumptions of Schultze (1992). Participants in the research were (03) three literacy teachers who work in a school with multi-grade classes, in a rural school, in the municipal education network in the city of Caxias/MA (locus of the investigation). The autobiographical method in this study considers the dimension of recognizing the subjectivity of literacy teachers and their contributions to the educational process of children living in the countryside over time.

Palabras clave : Literacy; Multiseries Classes; Field Schools; Autobiographical method..

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