CHALLENGES IN THE IMPLEMENTATION OF PIAR AND DUA IN RURAL MULTIGRADE CLASSROOMS

Abstract

This essay addresses the challenges faced by teachers in rural educational institutions in implementing DUA and PIAR in multigrade classrooms. The research was conducted using a qualitative approach of review and critical reflection, based on teachers' experiences and theoretical contributions on DUA, PIAR, and rural education in multigrade classrooms.The findings show that the implementation of DUA and PIAR in multigrade classrooms in rural schools represents a real challenge for teachers, who must constantly deal with situations and circumstances in the political, social, geographical, educational, and cultural spheres, as there is evidence of great inequality of opportunity between educational institutions in rural and urban areas.In conclusion, it is suggested that the difficulties do not lie in the existence of neurodiverse students but in the way in which DUA and PIAR tools should be implemented, since educational policies decontextualize the reality of the population. Furthermore, the overload of responsibility placed on teachers often generates frustration and significant physical and emotional effects, limiting inclusive education processes. Therefore, the need to generate educational policies from the context is emphasized, which dignify the work of teachers, strengthen educational inclusion, and support pedagogical processes from rural multigrade classrooms in the search for a better quality of education.