Escuelas multigrado como promotoras de destrezas y habilidades en niños y niñas

Abstract

Multigrade schools are educational institutions that work with students of different age groups within the same classroom under the guidance of the teacher. Throughout history, this modality has responded to educational needs in many contexts and realities, thus it is safe to say that multigrade schools are the first form of formal schooling in educational history. In Ecuador, most of these types of institutions are located in rural areas and function under the current curriculum that regulates educational action, in order to develop the performance criteria skills required to achieve the intended learning and integrate knowledge, abilities and attitudes. From this background, the initiative arises to investigate how skills and abilities are developed within the multigrade context. For this, a bibliographic review and account of experiences acquired in the approach to these schools was used, in order to describe the pedagogical paradigms behind the educational action, characterize the theoretical and methodological guidelines that the teachers assume and identify the forms and parameters of evaluation of skills and abilities, topics that are developed in the three chapters of this monograph. Finally, it is concluded that the pedagogical dynamics that this context requires is not solved by the current Curricular Adjustment, nor by the teaching work