Em defesa de práticas pedagógicas humanizadoras em salas multisseriadas: uma proposta de produção de textos sob a perspectiva dos estudos de Celestin Freinet em Bacabeira-MA

Abstract

The research entitled In Defense of Humanizing Pedagogical Practices in Multigrade Classrooms: a proposal for text production from the perspective of Celestin Freinet’s studies in Bacabeira, Maranhão was developed within the Graduate Program in Teaching Management in Basic Education (PPGEEB), Professional Master’s Degree at the Federal University of Maranhão (UFMA). The study aimed to analyze the implications of using the Free Text Production Workshop, proposed by Celestin Freinet, for the teaching and learning of text production in multigrade classrooms in the municipality of Bacabeira, Maranhão, with a view to developing an educational product. The research adopted a qualitative approach and was carried out through participant observation, with systematic records in a field diary, in the context of multigrade classes in the early years of Elementary Education. The theoretical framework was grounded in humanizing literacy and Freinet’s pedagogy, mainly based on the contributions of Freinet (1977, 1996), Arena (2020), Arena and Arena (2024), Bortolanza and Corrêa (2023), Jolibert (2006), Smolka (1989), Mortatti (2006, 2008,

2019), Collelo (2021), and Miller (2020), as well as on the contributions of cultural- historical psychology by Vygotsky, Luria, and Leontiev. The results showed that text

production practices in the observed multigrade classroom are marked by tensions between traditional approaches, centered on copying and dictation, and initiatives that seek to attribute social meaning to writing. It was found that teacher mediation, although careful and intentional, still tends to excessively guide the children’s writing process, limiting, at times, their autonomy and authorship. On the other hand, evidence of practices aligned with Freinet’s pedagogy was identified, especially in the appreciation of students’ experiences, the use of everyday themes, and the socialization of textual productions, although in a sporadic and non-systematized manner. As an outcome of the research, the educational product “Pedagogical Guidelines Notebook – Free Text Production Workshop in Multigrade Classrooms” was developed, aiming to support the training and practice of literacy teachers by providing theoretical and methodological guidelines for the development of more meaningful, authorial, and humanizing text production proposals. It is concluded that the Free Text Workshop constitutes a powerful pedagogical strategy for reorganizing writing practices in multigrade classrooms, contributing to a literacy process that recognizes the child as a subject of language and the author of their own texts.