Teaching Practices in Multigrade Classrooms of the Rural Sector

Abstract

The research aims to describe the development of educational practices in multigrade classrooms. It was oriented under a qualitative approach, hermeneutic method. Semi-structured interviews and documentary review were applied. It is concluded that in the teaching practices the traditional pedagogical model predominates, shortcomings in the accompaniment to the academic process of the students and the need for teacher training in terms of the appropriation of ICT and in the pedagogical and didactic processes to link the expectations, realities and interests of the inhabitants as learning scenarios that highlight learning from the local.