<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100416</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e12024</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Multi-grade teaching and learning in rural South Africa]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ensino e aprendizagem multisseriados na zona rural da África do Sul]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schlebusch]]></surname>
<given-names><![CDATA[Gawie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pele]]></surname>
<given-names><![CDATA[Myameko]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Central University of Technology Faculty of Humanities Department of Post Graduate Studies Education]]></institution>
<addr-line><![CDATA[Welkom ]]></addr-line>
<country>South Africa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100416&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100416&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100416&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to delve into the distinctive teaching and learning strategies utilised in multi-grade classrooms situated in rural areas of the Free State Province, South Africa. Through an exploration of the intricacies inherent in these environments, the article aims to pinpoint effective teaching strategies tailored to meet the unique requirements of learners within this context. This qualitative study engaged 14 Intermediate Phase educators and 6 principals from multi-grade schools in the Lejweleputswa and Fezile Dabi education districts. Purposive sampling was utilised to select participants. Data collection involved semi-structured interviews, while qualitative thematic analysis, employing an interpretive qualitative approach, was utilised for data analysis. Teaching strategies in multi-grade classrooms exhibit notable diversity, shaped by factors such as teacher personality, subject matter, and classroom dynamics. The strategies employed in these settings reflect the teacher&#8217;s skills, lesson objectives, and the physical arrangement and space available in the classroom. However, both teachers and principals lack sufficient orientation or training in the specific strategies essential for effective multi-grade teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo explorar as estratégias de ensino e aprendizagem distintas utilizadas em salas de aula multisseriadas situadas em áreas rurais da Província do Estado Livre, na África do Sul. Através de uma análise das complexidades inerentes a esses ambientes, o artigo busca identificar estratégias de ensino eficazes adaptadas para atender às necessidades únicas dos alunos nesse contexto. Este estudo qualitativo envolveu 14 educadores da Fase Intermediária e 6 diretores de escolas multisseriadas nos distritos educacionais de Lejweleputswa e Fezile Dabi. A amostragem intencional foi utilizada para selecionar os participantes. A coleta de dados envolveu entrevistas semiestruturadas, enquanto a análise temática qualitativa, empregando uma abordagem qualitativa interpretativa, foi utilizada para a análise dos dados. As estratégias de ensino em salas de aula multisseriadas exibem uma diversidade notável, moldada por fatores como a personalidade do professor, a matéria ensinada e a dinâmica da sala de aula. As estratégias utilizadas nesses ambientes refletem as habilidades do professor, os objetivos das aulas e a disposição física e o espaço disponível na sala de aula. No entanto, tanto os professores quanto os diretores carecem de orientação ou treinamento suficientes nas estratégias específicas essenciais para o ensino multisseriado eficaz.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Multi-grade teaching]]></kwd>
<kwd lng="en"><![CDATA[Rural areas]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning]]></kwd>
<kwd lng="pt"><![CDATA[Ensino multisseriado]]></kwd>
<kwd lng="pt"><![CDATA[Áreas rurais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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