Pedagogical practices in multigrade classroom: Main socio-educational challenges in chile

Abstract

The article presents research results on the perception of teachers of multigrade classrooms regarding the main socio-educational challenges they face in their pedagogical practices, in a school in La Araucanía, Chile. The methodology used is qualitative. The main results show that teachers who work in multigrade schools must simultaneously attend to the social, cultural, linguistic and age diversity presented by the students, despite not having the professional training to do so. This reality becomes more complex, considering the characteristics of the monocultural school curriculum that does not respond to the multigrade school modality, or the context where these schools are inserted.