A prática pedagógica em turmas multisseriadas: processo de transgressão

Abstract

This dissertation deals with the possibilities of overcoming the urban paradigm of teaching based on the pedagogical practice developed at the Campo Municipal Senador Alô Guimarães School located in the Passo Amarelo Community in the Municipality of Fazenda Rio Grande, Metropolitan Region of Curitiba / Paraná. The main objective of this research is to analyze this pedagogical practice articulated with the experiences and problematizations of the author as a teacher of a public school located in the field with multi - series classes and with studies and reflections from authors such as Hage (2010, 2014), Arroyo 1999, 2010); With Freire (2003, 2014); With Veiga (1992), Souza (2010, 2016); With Krug (2001); With Mariano (2016); Freitas (2003); Gehrke (2010). The specific objectives are: to characterize this pedagogical practice, based on the relationship between: educator and educator, educator and community, community and school; Identify content within the community that can integrate the school curriculum.. Different from Countryside Education, thought for the subjects of the field, in their individuality, in the logic of capitalism Countryside Education is thought of with the subjects of the field, with them and not for them, with the working class, of their work with the field, as historical, social, cultural subjects, in the collective and for the common good. The research had a participatory character and a qualitative approach with the use of techniques such as observation, documentary analysis, semi-structural interviews and questionnaire, logbook with photographs and descriptive data. he research subjects are the people involved with the researched school, the educators, the students, the community where it is inserted, and the Municipal Department of Education. With the data collected, we conclude that the investigated school is in a process of transformation articulating the pedagogical practice with the social practice, seeking to overcome the (multi) seriation paradigm existing in the public schools located in the field with multi-serial classes.