Aos meus pais por tanto amor e carinho. Ao meu marido Alex, por todo amor, respeito e companheirismo.
AGRADECIMENTOSAos meus pais por me darem sempre tanto carinho e amor.Ao meu marido Alex, primeiro e único grande amor, por acreditar em mim, me respeitar, me amar, me fazer sorrir e me apoiar sempre. Obrigada também pelas sugestões e correções da tese e pelo auxílio com os problemas com o computador. Sei que podemos continuar juntos olhando na mesma direção. Muito obrigada! Te amo! Ao meu irmão Ary, aos meus cunhados e cunhadas e aos meus sogros João e Marta por me fazerem relaxar e rir nos momentos de preocupação e de dor.Aos meus amigos Milena Zaccaria, Renato Veríssimo, Natali Gaudio, Renan Rodrigues, Marília Asseituno, João Leonardo Rodrigues, Walkiria Egoshi, por estarem presentes nos momentos mais difíceis da minha vida e apoiarem a minha família.À minha orientadora, Paola Giustina Baccin, pela orientação, pela simpatia, pela delicadeza e por mostrar o que é fazer um trabalho com amor e alegria. The Language Study Center (LSC) is a governmental project of the Education Secretariat of the São Paulo State that offers for the students from state and, in some cases from the municipal, free courses in foreign languages. Due to the evasion students and low number of enrollments in some languages, each stage classes are smaller, requiring the formation of multigrade classrooms to ensure students the continuation and completion of the course. The multigrade classes of LSC are composed of students of different ages and have different levels of knowledge of a foreign language. Our research aims to analyze the use of instructional strategies to teach by the italian teachers in multigrade classes of LSC. We were guided by the assumption that LSC teachers employ teaching strategies in the same way or similar to those applied by the teachers who teach in multigrade teaching the countryside. For this research, we have made a review of the functioning of multigrade classrooms and the teaching strategies adopted for foreign language classes in multigrade context. In order to achieve our goal, we adopted a qualitative methodology choosing the online questionnaire and individual interviews, semi-structured as data collection techniques and well. Study participants are italian teachers of multigrade classes from São Paulo Language Study Centers. We crossed the data obtained by the two techniques and analyze the three instructional strategies more present in the discourse of teachers. We have proved that the teachers use strategies that can also be checked in the countryside, that is, related to physical and social space, time and materials. The social space is more valued than the physical, what counts is the improvement of learning and interaction among students of different stages. Time is administered often unconsciously, but is always present in the organization of care of the different stages. The textbook is essential, but there is a commitment to create other activities using various materials. The analysis has shown t...