Diagnóstico do ensino aprendizagem de história em salas multisseriadas anos finais do ensino fundamental na escola Osvaldo Fugêncio, área rural de Autazes

Abstract

The teaching of History in multigrade classrooms, having as a field of study the Osvaldo Fugêncio Municipal School, located in the Nova Esperança Community, Rio Mutuca, Municipality of Autazes -AM, presents specific difficulties related to differences in age, learning levels and development progress of each student who share the same school space. In view of this, the teacher needs to plan differentiated and simultaneous pedagogical methodologies, adapting different content and encouraging the active participation of students. Among the main challenges, the ones that stand out the most are the lack of teaching materials appropriate to the multigrade reality, the overload of teachers, the limited time for individual monitoring and the lack of specific continuing education for this teaching model. In addition, the regular curricular composition, often organized by grades and sequential contents, makes it difficult to adapt the teaching of History to the diverse needs of the class. Another significant challenge is to make historical content relevant to students at different levels of understanding, ensuring the construction of historical thinking, the notion of temporality and the creation of critical consciousness. Despite the difficulties, the data show that multigrade classrooms can also offer collaborative pedagogical practices, peer learning, and the valorization of local and community knowledge, especially in rural and Amazonian contexts.