Abstract
This paper shows results of a study carried out with a multigrade class in a rural school and focuses on a literacy teacher’s pedagogical work organization. The discussion emphasizes how the teacher – by means of a planning structure – develops activities considering heterogeneity as a factor that contributes to both teaching and learning processes. Data were collected of participatory observation and video and audio recordings which were transcribed and subject to the Content Analysis (Bardin, 2016). Results showed a permanent structure of connected pedagogical activities by means of students’ collective and individual organization in order to ensure that they learn how to read and write inclusively. Data trigger reflections upon the relevance of systematic pedagogical proposals as a possibility of structuring the literacy process while respecting heterogeneity of learning processes.
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