Browsing by Author "Sua Tarazona, Maria Elena"
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Item Prácticas pedagógicas en aulas rurales multigrado de básica primaria. Provincia Gutiérrez, Boyacá(Universidad Santiago de Cali, 2023) Sua Tarazona, Maria Elena; González Sevillano, Pedro HernandoThe general purpose of the research was to develop a theoretical construct to explain how pedagogical practices are generated in rural multigrade classrooms in primary basic schools in the Province of Gutiérrez, Boyacá because they influence the improvement for rural educational quality. In order to accomplish this, we worked from a qualitative approach, under the interpretative paradigm in relation to the grounded theory methodology. The techniques and instruments used were the semi-structured interview made up of thirty-five (35) items and the documentary review, in databases such as Proquest, Google academic and base. A sample of two (02) IE "Jaime Ruiz Carrillo de Chiscas and Normal Superior Nuestra Señora del Rosario de Güicán de la Sierra", and eight (08) teachers were used. The qualitative analysis program QDA Miner lite version 2.0.9 was used to process the information. The following conclusions were reached: among the elements integrated to the rural pedagogical practice, the appropriation of knowledge and masterly transmissive strategies, the development of workshops in independent work groups, socialization and enculturation are privileged. In relation to the methodological intentions of the rural multigrade classrooms to verify the learning of their students, it was determined that the teachers are inclined to guide the students' life project, the valuation of work and the Productive Pedagogical Projects. For the elaboration of their didactic planning and actions in multigrade classrooms, the integration of the community is the code that has the greatest negative weight in the teacher's actions, the written summons to meetings and assemblies is not persuading the members of the community for consensus and training and the fulfillment of the principle of educational co-responsibility. Teachers do not perceive the alliance as a communicational tool to articulate local projects between the school and the local government