Práticas didático-pedagógicas: desafios do ensino de história em turmas multisseriadas nos anos finais do ensino fundamental da escola rural Bela Vista

Abstract

This study aims to understand the didactic-pedagogical practices and challenges of History teaching in multigrade classrooms in the final years of Elementary Education at Escola Municipal Bela Vista, located in the rural area of Autazes, Amazonas, Brazil. It is a qualitative, descriptive field study grounded in Oral History and Content Analysis. Participants included teachers, students, and the school principal. Data were produced through semi-structured interviews, discussion groups, document analysis, and field notes. The findings indicate that teaching History in multigrade classrooms requires flexible planning, diversified methodologies, and the contextualization of historical content to students' sociocultural reality. They also reveal that the shortage of teaching materials, the need for continuing teacher education, and structural limitations are the main challenges faced by teachers. The study concludes that valuing local knowledge, together with strengthening public policies for Rural Education, contributes to meaningful historical learning.