Os desafios das práticas de ensino em salas multisseriadas à luz da psicologia histórico-cultural

Abstract

The present work is an experience report whose objective is to reflect on the challenges of the educational model in multigrade classrooms, where students of different levels and ages share the same learning space simultaneously. The principles of Historical-Cultural Psychology are presented, revealing the participating subject, as a result of social and cultural interactions, also emphasizing the importance of the teacher's role in mediating knowledge. The internship took place in a public school close to Currais Novos/RN, where practical activities were carried out in a multi-grade classroom. From this experience, the characteristics of the school, the activities developed and reflections on educational practice in this context are presented and discussed. In the development of the text, the challenges that the multigrade classroom causes are discussed, as well as possible teaching practices aimed at this classroom. The importance of adequate pedagogical planning is highlighted, considering the different age groups and levels of knowledge of students. The importance of knowing the peculiarities of each student is highlighted, respecting their particularities and stimulating their development. Pedagogical strategies and approaches based on HistoricalCultural Psychology are highlighted to promote more meaningful learning and prepare students for the challenges of the contemporary world. At the end, final considerations are presented, highlighting the importance of investing in teacher training and in adapting resources to improve multigrade classrooms