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Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo

Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo;
Práticas de ensino em salas de aula de várias séries nas escolas rurais de Bajo Lorenzo e Nueva Granada em Puerto Asís, Putumayo

dc.creatorMeneses Delgado, John Gonzalo
dc.creatorRodríguez Casanova, Mayra Alejandra
dc.date2024-02-07
dc.date.accessioned2025-03-18T20:23:59Z
dc.date.available2025-03-18T20:23:59Z
dc.identifierhttps://revistas.umariana.edu.co/index.php/unimar/article/view/3480
dc.identifier10.31948/ru.v42i1.3480
dc.identifier.urihttps://hdl.handle.net/20.500.14112/29610
dc.descriptionThe 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.en-US
dc.descriptionThe 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.es-ES
dc.descriptionO objetivo deste estudo foi caracterizar as práticas pedagógicas rurais nas salas de aula de várias séries das instituições educacionais rurais Bajo Lorenzo e Nueva Granada, localizadas em Puerto Asís, Putumayo. O estudo foi conduzido sob o paradigma interpretativo, com uma abordagem qualitativa e um escopo descritivo, a fim de obter informações relevantes sobre o asunto estudado. O foco desta pesquisa nos permitiu conhecer os elementos que os professores articulam para seu planejamento didático, as estratégias, os recursos educacionais, os espaços e os critérios que estabelecem para avaliar os processos de ensino de cada aluno, bem como o perfil profissional e ocupacional de cada professor rural. Por fim, a pesquisa-ação foi escolhida porque facilita o surgimento de diálogos reflexivos. Os resultados mostram que a maioria dos professores tem o perfil adequado, mas, devido ao contexto e à falta de pessoal na escola, eles têm de desempenhar outras funções além da docência. Além disso, os professores das salas de aula de várias séries não lidam com modelos pedagógicos flexíveis. Portanto, a identificação dos pontos fortes e fracos das salas de aula de várias séries, bem como a determinação da relevância do planejamento e das categorias de implementação didática, dos métodos pedagógicos e das estratégias de avaliação nas MEF, produzirão uma mudança real nessas instituições. Como resultado, é necessário determinar a relevância das práticas de ensino nos novos modelos educacionais escolares e pós-primários das instituições educacionais mencionadas.pt-BR
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dc.languageeng
dc.languagespa
dc.publisherUniversidad Marianaes-ES
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dc.rightsDerechos de autor 2024 Revista UNIMARes-ES
dc.rightshttps://creativecommons.org/licenses/by/4.0es-ES
dc.sourceRevista UNIMAR; Vol. 42 No. 1 (2024): Revista UNIMAR - January - June ; 28-44en-US
dc.sourceRevista UNIMAR; Vol. 42 Núm. 1 (2024): Revista UNIMAR - Enero - Junio ; 28-44es-ES
dc.sourceRevista UNIMAR; v. 42 n. 1 (2024): Revista UNIMAR - Janeiro - Junho; 28-44pt-BR
dc.source2216-0116
dc.source0120-4327
dc.subjectrural pedagogyes-ES
dc.subjectnew schooles-ES
dc.subjectmultilevel pedagogyes-ES
dc.subjectpedagogical modelses-ES
dc.subjectteacheres-ES
dc.subjectrural pedagogyen-US
dc.subjectnew schoolen-US
dc.subjectmultilevel pedagogyen-US
dc.subjectpedagogical modelsen-US
dc.subjectteacheren-US
dc.subjectpedagogia ruralpt-BR
dc.subjectescola novapt-BR
dc.subjectpedagogia multinívelpt-BR
dc.subjectmodelos pedagógicospt-BR
dc.subjectprofessorpt-BR
dc.titleTeaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayoen-US
dc.titleTeaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayoes-ES
dc.titlePráticas de ensino em salas de aula de várias séries nas escolas rurais de Bajo Lorenzo e Nueva Granada em Puerto Asís, Putumayopt-BR
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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