<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000700254</article-id>
<article-id pub-id-type="doi">10.22481/rpe.v16i43.6316</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[(RE)PENSANDO AS VEREDAS DA ESCOLA: UM ESTUDO SOBRE A PRÁTICA DAS PROFESSORAS NAS CLASSES MULTIANOS EM PAU DOS FERROS (RN)]]></article-title>
<article-title xml:lang="en"><![CDATA[(RE)THINKING THE PATHS OF SCHOOL: A STUDY ON THE PRACTICE OF TEACHERS IN MULTI-YEARS CLASSROOMS IN PAU DOS FERROS (RN)]]></article-title>
<article-title xml:lang="es"><![CDATA[(RE)PENSANDO LAS VEREDAS DE LA ESCUELA: ESTUDIO SOBRE LA PRÁCTICA DE PROFESORES EN CLASES MULTIANOS EN PAU DOS FERROS (RN)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bem]]></surname>
<given-names><![CDATA[Geralda Maria de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Cícero Nilton Moreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Municipal de Educação de Pau dos Ferros  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>43</numero>
<fpage>254</fpage>
<lpage>276</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000700254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000700254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000700254&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este texto se organiza a partir de um recorte da dissertação de mestrado intitulada: &#8220;A prática docente na Educação do Campo: um estudo em classes multianos de Pau dos Ferros - RN&#8221;, e tem o objetivo de refletirmos sobre a prática pedagógica das professoras das classes multianos de Pau dos Ferros/RN. A investigação partiu da seguinte questão de estudo: de que modo os professores desenvolvem suas práticas pedagógicas, considerando as especificidades das classes multianos? Assim, adotamos como abordagem metodológica a concepção da pesquisa qualitativa - as discussões e os encaminhamentos tiveram sua ancoragem teórica nas pesquisas de Rocha (2013), Crepaldi (2006), Caldart (2004, 2011), Tardif (2002), entre outros teóricos que discutem a temática em estudo. Em síntese, através das observações da prática docente, como também dos relatos das educadoras acerca do ensino nas classes multianos, pudemos perceber um bom relacionamento entre professor e aluno, bem como aluno-aluno; demostrando, assim, formas significativas de aprendizagem a partir da interação nos trabalhos em grupos, como também no momento do intervalo e nas brincadeiras livres, no contexto escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This text is organized as a cut from the master 's dissertation, entitled: The teaching practice in the Field of Education: a study in multi-years classerooms in Pau dos Ferros city - RN, with the purpose of reflect on pedagogical practice of the teachers of the multi-years classes in Pau dos Ferros / RN. The research started from the following matter of study: how did the teachers develop their practices, considering the multi-years classrooms particularities? It was adopted as methodological approach the conception of qualitative research - the discussions and procedures about the methodological proposal of research was based in the research of Rocha (2013), Crepaldi (2006), Caldart (2004, 2011), Tardif (2002), among other theorists who discuss the thematic at issue. In summary, through observations of teaching practice, as well as the reports of the educators about teaching in the multi-years classrooms, we could see a good relationship between teacher and student, as well as student-student; demonstrating, so, meaningful forms of learning from interaction in group work, but also during the break and in free play, in the school context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este texto está organizado a partir de un extracto de la tesis de maestria titulado: &#8220;Práctica docente en Educación Rural: un estudio en clases multianos en Pau dos Ferros - RN&#8221;, y tiene el objetivo de reflexionar sobre la práctica pedagógica de los docentes de clases multianos en Pau dos Ferros / RN. La investigación partió de la siguiente pregunta de estudio: ¿Cómo desarrollan los docentes sus prácticas pedagógicas, considerando las especificidades de las clases multianos? Así, adoptamos como enfoque metodológico la concepción de la investigación cualitativa - las discusiones y los referencias tuvieron su anclaje teórico en las investigaciones de Rocha (2013), Crepaldi (2006), Caldart (2004, 2011), Tardif (2002), entre otros teóricos que discuten el tema en estudio. En resumen, a través de las observaciones de la práctica docente, así como de los informes de los educadores sobre la docencia en las clases multianos, pudimos percibir una buena relación entre docente y alumno, así como alumno-alumno; demostrando así formas significativas de aprendizaje a partir de la interacción en el trabajo en grupo, así como en el momento del receso y juego libre, en el contexto escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[classes multianos]]></kwd>
<kwd lng="en"><![CDATA[Field of Education]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[multi-years classerooms]]></kwd>
<kwd lng="es"><![CDATA[Educación del campo]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[clases multianos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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