Escolas multisseriadas rurais no Estado do Tocantins e pedagogia histórico-crítica: aproximações

Abstract

This research approaches the educational practices by teachers’ stance in multigrade schools in 08 rural towns from Tocantinopolis's county. The analyses were carry out by Critical-Historic Pedagogy source and as a core question were inquired: how is the teachers' standpoints towards educational practices performed in rural multigrade schools? The data were collected during an extension program combined the theoretical and empirical research. The interim outcomes show a general view on the teachers' work into rural multigrade schools in the specific county, and also reveals in teachers' speech they had low instruction and support about a pedagogy to make easy the job on the schools. Was either verified there is a need to get a critical view on the rural labor' son instruction in a way that understands the current dominance situation and, we do consider the Critical-Historic Pedagogy  as empirical practical resource that enables to develop the sort of training beyond school practice, preparing the fellow members to take part in the society based on solid contents.