Atuação em classes multisseriadas: um estudo de caso em uma escola do campo no Jalapão

Abstract

This work is about the history of the Miguel Rodrigues de Sousa Municipal School, located in the quilombola community of São Félix do Tocantins, in Jalapão, highlighting its importance as an instrument of cultural appreciation, social inclusion and promotion of rural education. Based on a historical and geographical contextualization of the region, the role of education in overcoming challenges faced by rural and traditional communities, such as isolation and the lack of specific public policies, is highlighted. The school is presented as a space that integrates traditional knowledge into the formal curriculum, strengthening the quilombola identity and promoting pedagogical practices based on community experience. The study also highlights the work of the first teachers, many of whom came from the community itself, whose training was marked by difficulties, but also by a strong commitment to education and social transformation. In addition, the school stands out for its symbiotic connection with the community, developing cultural, pedagogical and festive projects that reinforce identity ties and promote belonging. Thus, it is concluded that the Miguel Rodrigues de Sousa School exemplifies a rural education proposal that is at the same time critical, inclusive and deeply rooted in local realities.