La escuela multigrado y su relación con la comunidad rural ecuatoriana

Abstract

This monographic work is situated in the field of Basic Education, specifically in the educational exercise. The multigrade school in the current Ecuadorian context cannot be considered alienated from the sociocultural diversity that each territory contains, that is to say, it is inexorable that its connection is unknown, which complemented with endogenous and exogenous factors of educational practices, could respond to the needs and interests of the educational subject and, therefore, of the community to which the subject in formation belongs. For this, the aim of this study is to analyze bibliographically the contribution made by the multigrade school to the strengthening of the rural community, from the exercise of education. This monograph is structured in three chapters, in which the multigrade school, the rural community, and the connection between these two variables were approached theoretically. Therefore, a documentary research was carried out, which consisted in reviewing and analyzing bibliographically the main academic sources related to the topic. From this, it became evident that the multigrade school is repositioned as an integrating axis of the rural community, which conclude to be an isolated scenario that only brings together students of different ages and levels in a single classroom. In addition, it was demonstrated that the social and cultural capital of a rural community is strengthened by the educational action of the multigrade school. Consequently, this leads to rethink the challenges and opportunities presented by the multigrade school in its interaction with the rural community.