Processo de ensino-aprendizagem de Ciências em classes multisseriadas: que condições mostram as produções científicas?

Abstract

Teaching science in multi-grade classes is challenging and complex, but it is possible in the face of so many challenges. The aim of this study was to analyze the conditions of the science teaching-learning process in the early years in multigrade classes, as evidenced by scientific productions. The research question was: what are the conditions of the science teaching-learning process in the early years in multigrade classes as evidenced by scientific productions? The theoretical basis is systematized from authors such as Souza (2019), Tomé (2019), Moraes (2019), Todero (2021), Cerqueira and Mendes (2024), among others. Using a systematic literature review methodology with a qualitative approach, the data analysis was based on the databases of the CAPES and BDTD portals, which analyzed 8 works related to the proposed theme, published between 2019 and 2024. The research pointed to the teaching experience in this context and the conception of teaching capable of making the student interact with their experience, in which a technological and scientific direction is aimed at, as well as the construction of knowledge, values and skills. The results indicated that the subject has been gaining ground, even though it still needs more research and effective public policies for this reality, with a view to consolidating the teaching-learning process and new possibilities. Finally, this study could be a further contribution to this discussion, adding to the other studies already carried out on the subject.