Can we learn the rural multigrade school? Has it a transferable model?

Abstract

La escuela rural presenta unas características educativas específicas centradas en la heterogeneidad y la diversidad que precisan de un planteamiento psicopedagógico y unas estrategias didácticas adaptadas. Partiendo de esta premisa  presentamos un proyecto de investigación interuniversitario e internacional realizado a lo largo de más de tres años en el que, a través de una metodología cuantitativa y cualitativa, se describen las prácticas pedagógicas de los maestros de escuelas multigrado de cinco países de América Latina y Europa, con el objetivo de analizar aquellos componentes didácticos que puedan ser transferidos a otra tipología de escuela y avanzar en el conocimiento, no solo de la escuela multigrado, sino también en el de la necesaria atención a la diversidad como clave  para el logro de una educación de calidad para todos.http://dx.doi.org/10.15304/ie.24.1946The rural school has some specific educational characteristics based on its own heterogeneity and diversity, which requires a psycho-educational approach as well some teaching strategies particularly adapted to its compound. On this basis we present a research project that has been conducted by different international universities over the last three years. Having used quantitative and qualitative methodology, this research describes the practical works of teachers in “multigrade” schools from five different countries of Latin America and Europe with the aim of analyzing the pedagogical ingredients that can be transferred to another type of school in order to improve our knowledge not only on “multigrade” schools, but also on the diversity factor, a fundamental key that needs to be taken into account if we want to succeed in creating an education of high standards for all of us.http://dx.doi.org/10.15304/ie.24.194

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