RURAL EARLY CHILDHOOD EDUCATION: TEACHING IN MULTIGRADE CLASSROOMS IN THE HINTERLAND OF THE AMAZON

Abstract

This case study aims to analyze the teaching work in Early Childhood Education in the Field in multigrade class in a riverside school in the hinterland of the state of Amazonas, Brazil. The research, methodologically based on the qualitative approach, reaffirms the relevance of the theme under discussion, the fragility of the implementation of public policies directed to this audience and the need to value the continuous training of the teacher facing the pedagogical practices. The teaching practice has a mediating role in the construction of the curriculum of historical and cultural nature and the rights of children who live in the countryside.