| dc.description.abstract | The Rural Education Movement is characterized by a set of policies and theoretical and methodological actions spearheaded by the Field People around the struggle for the right to education, which integrates with the struggle for land, considered the territory of work and life. Such a move arose in the mid-80, which involved social movements, trade unions, churches, universities, non-governmental and governmental organizations in the discussions and practices regarding the guarantee of access of the subjects of the field to the universally produced knowledge. Among the many actions within the school field, we mention the organization of schools in multigrade classes in which students from different classes studying in the same class, guided by a single teacher. This is due to the low number of students in each year / grade and long distances between communities constituting a context marked by diversity. This heterogeneity present in any other form of organization of teaching, linked to identity factors such as the environment, culture, production, social and geographical spaces, etc. They need to be considered in policy making and educational practices for Rural Education in multigrade classes. The factors identified by teachers as a reason for the high rate of school failure in these classes is precisely the. multisseriate organization Teachers see the diversity of age groups and skill levels a big problem and understand that the solution is to make separate plans for each group. Obviously the teacher will not give account to monitor all activities of the students and thus ends up giving more attention to particular group. Another issue is the neglect of science teaching in Years Elementary School Initials. In most cases, teachers that the school stage are dedicated more to the teaching of Portuguese Language and Mathematics, due to poor initial training and consider these areas of knowledge privileged. Based on these problems, we propose in this paper a Science Teaching Model in order to support the work of teachers of multigrade classes in search strategies that promote interaction between students of different levels, using the heterogeneity in favor of teaching practice.We also seek to take into account this proposal, the principles of Rural Education and the dynamic, organic nature of multigrade classes. On this journey, the struggle for Law School is guided by the collective subjects of the field, leaving them the leading role in the decisions to make the Pedagogical Political Project appropriate to their interests. Thus, the practices developed in the family environment, the settlements, social movements, trade shows, among other places, should make educational plans, considering the relations between the country and the society. If the teacher can develop a practice in overcoming perspective disparaging view of the subject field, will certainly strengthen the struggle of the subjects of the field to (re) produce their existence as a human right. | |
