SciELO - Scientific Electronic Library Online

 
vol.51MEDIEVAL WOMEN IN ELEMENTARY SCHOOL TEXTBOOKS: CRITIQUE AND RECOMMENDATIONSCREATIVITY IN THE DAILY LIVES OF YOUNG PEOPLE: THE PLACE OF SCHOOL AND EXPERIENCE author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Share


Cadernos de Pesquisa

Print version ISSN 0100-1574On-line version ISSN 1980-5314

Abstract

FREIRE-CONTRERAS, Pamela Andrea et al. PEDAGOGICAL PRACTICES IN MULTIGRADE CLASSROOM: MAIN SOCIO-EDUCATIONAL CHALLENGES IN CHILE. Cad. Pesqui. [online]. 2021, vol.51, e07046.  Epub July 08, 2021. ISSN 1980-5314.  https://doi.org/10.1590/198053147046.

The article presents research results on the perception of teachers of multigrade classrooms regarding the main socio-educational challenges they face in their pedagogical practices, in a school in La Araucanía, Chile. The methodology used is qualitative. The main results show that teachers who work in multigrade schools must simultaneously attend to the social, cultural, linguistic and age diversity presented by the students, despite not having the professional training to do so. This reality becomes more complex, considering the characteristics of the monocultural school curriculum that does not respond to the multigrade school modality, or the context where these schools are inserted.

Keywords : TEACHING PRACTICES; MULTI-SERIES CLASS; TEACHING; LEARNING.

        · abstract in Spanish | Portuguese | French     · text in Spanish     · Spanish ( pdf )