2019-11-012019-11-012018-12-28SOUZA, Gerinaldo Sales de. Prática docente da educação multisseriada: uma análise a partir do fazer pedagógico dos professores de uma escola pública de Santa Maria do Pará. 2018. Trabalho de Curso (Licenciatura em Pedagogia) -- Campus Universitário de Castanhal, Universidade Federal do Pará, Castanhal, 2018. Disponível em: https://bdm.ufpa.br/jspui/handle/prefix/2345. Acesso em:.https://bdm.ufpa.br/jspui/handle/prefix/2345One of the main challenges posed to rural education is related to the teaching of rural schools with multisite rooms. These comprise students from different communities, grades, ages, learning and levels of knowledge. They are heterogeneous groups, whose main characteristic is diversity. In many rural areas of Brazil, school education is organized into multi-grade classes due to the great distance between communities and the low number of students in each series / year. It is common to find those who are in the literacy stage studying who they already know how to read and write - and all about the guidance of only one teacher who needs to teach the context and the local culture. The main point to be addressed in this study concerns the practices practiced in the educational action of teachers working in rural schools with multi-series rooms in the municipality of Santa Maria do Pará in some rural schools. The contributions of Arroyo, Salomão, PCN, Parâmetros Curriculares Nacionais lei LDB, Base Project of the Active Scale Program, among others, grounded the analysis on the rural school and the challenges of teaching in multi-series rooms. The research instruments used were questionnaires and observations applied to answer the following questions: How do teachers in multi-serials class work? How is the rural school structured with multi-series rooms?Acesso AbertoPrática de ensinoEducação do campoEducação ruralEscolas públicasSanta Maria do Pará (PA)Student teachingEducation, RuralPublic schoolCNPQ::CIENCIAS HUMANASTrabalho de Curso - Graduação - Monografia