Formação inicial na Pedagogia e o trabalho nas escolas multisseriadas no campo no Oeste de Santa Catarina - Brasil

Abstract

this article proposes to understand how the theme of the multigrade teaching is inserted in the initial formation of graduates in pedagogy from testimonies of educators that narrate its trajectory as teachers in the multigrade teaching in the field. The research problem that mobilized the study was: what is the perception of the educators of the multigrade schools of the interior of the city of Anchieta-SC on the training received in the course of pedagogy to work in this type of teaching? From the problem derive the following research questions: how is the trajectory of multigrade schools characterized in the municipality of Anchieta-SC? Do the pedagogues feel prepared to work in multigrade schools? What are the pedagogical challenges in multigrade schools in the field? Does initial training enable educators to work with all forms of teaching? The general objective was to understand, from the perception of the educators who work in the multigrade schools of the field, if the training received in pedagogy prepares to work in the different modalities of teaching. The research was carried out in two multigrade schools located in the city of Anchieta-SC, through semi-structured, recorded and transcribed interviews, with three teachers who work in the multigrade teaching of the field. The study made it possible to understand that there are several challenges for teachers of multigrade classes, but we realize that pedagogy needs to improve the training of pedagogues so that they can be prepared to work in these multigrade schools. The result showed that the teachers who graduated in pedagogy demonstrate that they do not have specific training to work in multigrade schools, but in many ways they seek training and prepare themselves to do a good job.