Abstract
This research has the general objective of revealing interdisciplinary pedagogical practices that enhance the teaching and learning process from the dialogue between scientific knowledge and the local knowledge of the students of a multigrade class in a quilombola community. And specific objectives: 1) Analyze teacher training from the National Curricular Guidelines - DCN from its constitutive knowledge, as well as its substantial challenges and articulations; 2) Highlight the expressions of knowledge that significantly favor teaching and learning for students in multigrade classes, in Afro-descendant contexts. Qualitative Research and Autoethnography.
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