Abstract
The study aims at unfolding events around the trajectory of a teacher whose teaching rushed in rural Novo Hamburgo / RS, from 1940-1969. The aim is therefore to analyze the trajectory intertwined with teaching in multigrade classes and understand fragments of rural education in this city, mainly from the first curriculum of Municipal Schools (1952). The research is qualitative, using the methodology of oral history by resorting to semi-structured interviews. The theoretical framework is based on the perspective of cultural history, and memories as a document. The memories of this teacher allowed to know a little about the beginnings of public school Lomba Grande, as well as possibilities and appropriate built in teaching practice.
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