The reality of the process of education and learning of the schools multisseriadas is structuralized in a classroom, where it has the junction of some series in one alone space (between them the infantile education), having a time of four daily hours to supply inherent the curricular demands to each series. This configuration practises directs it pedagogical of the educator to carry through some planejamentos of education that do not make compatible with the hour/lesson, resulting in an overload of work for this professor. According to Hage (2004; p.27) sends that: The multisseriadas schools are spaces marked predominantly for the heterogeneidade that congregate groups with differences serial, of sex, age, interest, of domain knowledge, of exploitation levels. This inherent heterogeneidade to the effective educative process that if in multissrie, articulated to many other particularitities. In this perspective the multisseriadas schools of the field possess a set of pedagogical joints that unchain processes of resistncias of the professors, between them, the teaching works and the proper relation school-community that happens of the most diverse forms, despite little expressive. In this direction, the multisseriada school of the field has the mission of awaking in educating this ampler vision of the way where it lives searching from its knowledge systemize, that were offered to it, for the systems of education and the educators that it instructed to it, this will give more possibility of improvement of life in its social conviviality. This process of learning in the school field tends to contribute to rescue the values, the customs, the dialects and the local history of the place. For in such a way, the school if has worried very about the losses of the values, and tries to rescue giving it to a new life something that already met forgotten by the new generations, this in them only strengthens each time more than the learning process is capable to develop the education of the field. .