The organization of pedagogical work at multigrade schools in countryside:

analysis from PIBID at Pedagogy Degree Course in UNEB-Campus VII

Abstract

This work presents an analysis about the organization of pedagogical work at multigrade schools in rural areas, and it was based on a subproject of the Institutional Program of Teaching Initiation Scholarship (PIBID), carried out from 2014 to 2016, at the Pedagogy Degree Course in UNEB-Campus VII. The analysis is supported by the principles of Dialectical Historical Materialism, considering the following analytical categories: contradiction, reality and possibility. The discussion problematizes the school grades as a hegemonic way of school organization, pointing to the multiserialization as a concept that was resulted from this dominant school model. The study shows the relationship between the pedagogical work organization and the ways of reproduction and/or of opposition to the social hegemony, pointing out that school, in capitalist society, tends to reproduce its forms of domination. However, the class struggle, taken place in the society of capital, also traverses school, what put it in a situation not only of reproduction of dominant interests, but also in a position of confrontation. Thus, we emphasize that form and content cannot be seen as separated things, it is necessary to make a non-contradictory unit on them. So, it is problematized the importance of the studies about countryside and rural education for the initial and continual formation of teachers, considering papers and works produced with former scholarship students from PIBID, between 2016 and 2020, highlighting the challenges this discussion faces to go into the secretariat of education and schools. This work brings propositions that can collaborate to overcome these challenges, reinforcing the public university role in this context.