Multigrade settings have been a form of educational organization in contexts of low population density. In Corumbá, Mato Grosso do Sul, Brazil, there is a group of teaching units called Escolas das Águas, characterized by being in a region of difficult access and whose dynamics are influenced by the water cycle of the Pantanal plain. Given this scenario, this article aims to highlight, in the narratives of teachers of multigrade classes, the emergence of possibilities for teaching-learning in Escolas das Águas in the Pantanal of Mato Grosso do Sul. To this proposal, a qualitative research was carried out, with the participation of 21 teachers, who were interviewed in 2019. The results were organized into two analytical sections: the first one presents the organization and functioning of Escolas das Águas; the second focuses on the teachers\u27 narratives about teaching-learning in multigrade classes of Escolas das Águas. It is concluded that teaching narratives may evoke counter-hegemonic teaching-learning experiences, which simultaneously bring announcements of creativity in pedagogical practices in complex contexts. Also highlight complaints about the often precarious material conditions for carrying out the educational process in these locations.Multigrade settings is a form of educational organization generally used in contexts of low population density. In Corumbá, Mato Grosso do Sul, Brazil, there is a group of teaching units called Escolas das Águas, characterized by being in a region of difficult access and whose dynamics are influenced by the water cycle of the Pantanal plain. Given this scenario, this article aims to highlight, in the narratives of teachers of multigrade classes, the emergence of possibilities for teaching-learning in Escolas das Águas in the Pantanal of Mato Grosso do Sul. To this proposal, a qualitative research was carried out, with the participation of 21 teachers, who were interviewed in 2019. The results were organized into two analytical sections: the first one presents the organization and functioning of Escolas das Águas; the second focuses on the teachers\u27 narratives about teaching-learning in multigrade classes of Escolas das Águas. It is concluded that teaching narratives may evoke counter-hegemonic teaching-learning experiences, which simultaneously bring announcements of creativity in pedagogical practices in complex contexts. Also highlight complaints about the often precarious material conditions for carrying out the educational process in these locations
