Pedagogical perspectives for teaching in multiseries classes in Ilha Grande

Abstract

The objective of the present work is to analyze alternative pedagogical practices mobilized in the teaching in public schools with multiseries classes of remaining caiçaras’ communities of beaches of Ilha Grande. This work is based on empirical and bibliographic research, on the premise of historical-critical pedagogy that proposes a teaching method that articulates school with the student's reality. Among the results, it was observed the mobilization of creative strategies for teaching, valuing formal and informal knowledge. A reflection is proposed on the scope and limits of these proposals as an alternative to the predominant model of teaching practiced in conventional schools. As a way to enhance these actions, there is a need to create policies for continuing education for teachers and to stimulate their permanence in schools, in addition to actions that encourage the exchange of knowledge among educators serving traditional communities.