Práticas de alfabetização e letramento em contextos multisseriados do campo

Abstract

This paper investigates how the literacy practices occur in multiseriate school contexts of the field. It presents the concept of literacy and assumes that field schools are not on the agenda of government investment priorities, reflecting poor infrastructure conditions and interfering with teacher work. It analyzes a set of postgraduate research on literacy practices in schools / multiseriate classes and demonstrates difficulties, potentialities and challenges present in these spaces. It concludes that improving the quality of teaching and learning in multiseriate contexts requires a close look not only from parents and teachers, but from rulers who need to put multiseriate school from the field in their agenda of priorities.