História de vida de uma professora que ensinou em escolas do campo com classes multisseriadas na região central do RS

Abstract

This research aimed to investigate the initial training of the teacher to work in the multiseried grade. As a research methodology, a qualitative approach was chosen using narrative interviews, (auto)biographical reports, records about teaching practice and photos as instruments for collecting information. This made it possible to recount the personal and professional trajectory of the collaborator. The specific objectives were as follows: to know the training trajectories of the collaborator, describe how are the multiseried grades and the impact of the employee in the teaching performance. A literature review was developed with the keywords: teacher education, literacy and multiseried class, as well as bibliographic research. For the development of writing, the following authors were used: Abrahão (2004, 2018), Antunes (2001), Arroyo (2006), Barthers (1984), Bergson (2006), Bosi (1994), Dutra; Antunes (2019), Minayo (1993,1994, 2001), Nóvoa (1989, 1992, 1995, 2001), Piovesan (2007) and Souza (2006). The following categories were constructed: early career, initial training, first contacts with multiseried classes, challenges of multiseried grades, lesson planning, teacher interaction interaction with colleagues and transformation into the school's infrastructure. Through the first and second category, it was possible to know the identity processes of the teacher and her formative trajectory. Through the third, fourth and fifth categories, the difficulties encountered in front of the multiseried grades were made possible, besides being clear that in the face of obstacles this professional never gave up on her students, seeking ways to teach in a class with diverse learning levels. With the sixth and seventh category, we know the relationships developed by this professional, we realize how strong her bond with the school community is strong, in the last category is addressed about the changes in the school, which the employee can follow the infrastructure developments. With the sixth and seventh category, we learn the relationships developed by this professional, we realize how strong her bond with the school community is, in the last category is addressed about the changes in the school, which the Collaborator can follow the infrastructure developments. I understand that the development of this research was of tremendous importance making it possible to understand the challenges that professionals encounter in multiseried classes, including the lack of a specific training to act on them. At the same time, the knowledge of such an enriching and inspiring life story for new teachers who work and will act in multiseried grades presents itself as a resilient life path in the exercise of their profession.