Descripción

The objective of this study was to characterize rural pedagogical practices in the multi-grade classrooms of the rural educational institutions Bajo Lorenzo and Nueva Granada, located in Puerto Asís, Putumayo. The study was conducted under the interpretive paradigm, with a qualitative approach and a descriptive scope, to obtain relevant information about the subject studied. The focus of this research allowed us to know the elements that teachers articulate for their didactic planning, the strategies, educational resources, spaces, and criteria they establish to evaluate the teaching processes of each student, as well as the professional and occupational profile of each rural teacher. Finally, action research was chosen because it facilitates the emergence of reflective dialogues. The results show that most of the teachers have the appropriate profile, but due to the context and the lack of personnel in the school, they have to perform other functions as well as teaching. In addition, the teachers of the multi-grade classrooms do not deal with flexible pedagogical models. Therefore, identifying the strengths and weaknesses in multi-grade classrooms, along with determining the relevance of planning and didactic implementation categories, pedagogical methods and evaluation strategies in MEFs will bring about a real change in these institutions. As a result, it is necessary to determine the relevance of teaching practices in the new school and post-primary educational models of the mentioned educational institutions.