28
Teaching practices in multi-grade
classrooms in the rural schools of Bajo
Lorenzo and Nueva Granada in Puerto
Asís, Putumayo
John Gonzalo Meneses Delgado1
Mayra Alejandra Rodríguez Casanova2
To reference this article / Cómo citar este artículo / Para citar
este artigo: Meneses-Delgado, J. G., & Rodríguez-Casanova, M. A.
(2024). Teaching practices in multi-grade classrooms in the rural schools
of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo. Revista
UNIMAR, 42(1), 28-44. https://doi.org/10.31948/ru.v42i1.3480
Date of receipt: July 21, 2023
Date of revision: November 22, 2023
Date of approval: February 05, 2024
Abstract
The objective of this study was to characterize rural pedagogical practices in the
multi-grade classrooms of the rural educational institutions Bajo Lorenzo and
Nueva Granada, located in Puerto Asís, Putumayo. The study was conducted
under the interpretive paradigm, with a qualitative approach and a descriptive
scope, to obtain relevant information about the subject studied. The focus of
this research allowed us to know the elements that teachers articulate for their
didactic planning, the strategies, educational resources, spaces, and criteria
they establish to evaluate the teaching processes of each student, as well as
the professional and occupational profile of each rural teacher. Finally, action
research was chosen because it facilitates the emergence of reflective dialogues.
The results show that most of the teachers have the appropriate profile, but due
to the context and the lack of personnel in the school, they have to perform
other functions as well as teaching. In addition, the teachers of the multi-grade
classrooms do not deal with flexible pedagogical models. Therefore, identifying
the strengths and weaknesses in multi-grade classrooms, along with determining
the relevance of planning and didactic implementation categories, pedagogical
methods and evaluation strategies in MEFs will bring about a real change in
these institutions. As a result, it is necessary to determine the relevance of
teaching practices in the Escuela Nueva and Post-primaria educational models
of the mentioned educational institutions.
Keywords: rural pedagogy; new school; multilevel pedagogy; pedagogical
models; teacher.
1 Master in Pedagogy. Professor of I.E.R. Bajo Lorenzo. E-mail: jogomeneses@hotmail.com
2 Master in Pedagogy. Professor of I.E.R. Nueva Granada. E-mail: maleja03rodriguez@gmail.com
Article resulting from the research entitled: Pertinencia de las prácticas docentes en los modelos educativos exibles inmersos en aulas
multigrado de las instituciones educativas rurales Bajo Lorenzo y Nueva Granada del municipio de Puerto Asís, Putumayo, conducted
from January 10, 2020 to June 20, 2023, in the department of Putumayo, Colombia.
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
29
Prácticas docentes en aulas multigrado
de las instituciones educativas rurales
Bajo Lorenzo y Nueva Granada de
Puerto Asís, Putumayo
Resumen
El objetivo del este estudio fue caracterizar la práctica pedagógica rural en
las aulas multigrado de las instituciones educativas rurales Bajo Lorenzo y
Nueva Granada, ubicadas en Puerto Asís, Putumayo. El estudio se realizó
bajo el paradigma interpretativo, con un enfoque cualitativo y un alcance de
tipo descriptivo, a fin de obtener información relevante acerca de la temática
estudiada. El énfasis de esta investigación permitió conocer los elementos
que los docentes articulan para su planeación didáctica, las estrategias,
los recursos educativos, los espacios y los criterios que establecen para
evaluar los procesos de enseñanza de cada estudiante, asimismo, el perfil
profesional y ocupacional de cada maestro rural. Finalmente, se optó por la
investigación acción, ya que facilita el surgimiento de diálogos reflexivos. En
los resultados, se evidencia que la mayoría de los docentes tienen el perfil
adecuado; sin embargo, debido al contexto y a la falta de personal en la
escuela, deben realizar funciones adicionales a la enseñanza. Además, los
docentes de aula multigrado no manejan los modelos educativos flexibles. Por
lo tanto, identificar las fortalezas y las debilidades en las aulas multigrado,
y establecer la pertinencia de las categorías de planeación y ejecución
didáctica, las metodologías pedagógicas y las estrategias de evaluación en los
MEF propiciarán un verdadero cambio en las instituciones. A raíz de esto, es
necesario determinar la pertinencia de las prácticas docentes en los modelos
educativos de escuela nueva y postprimaria de las instituciones educativas
mencionadas.
Palabras clave: pedagogía rural; escuela nueva; pedagogía multinivel;
modelos pedagógicos; profesor.
Práticas de ensino em salas de aula
de várias séries nas escolas rurais
de Bajo Lorenzo e Nueva Granada
em Puerto Asís, Putumayo
Resumo
O objetivo deste estudo foi caracterizar as práticas pedagógicas rurais nas
salas de aula de várias séries das instituições educacionais rurais Bajo
Lorenzo e Nueva Granada, localizadas em Puerto Asís, Putumayo. O estudo foi
conduzido sob o paradigma interpretativo, com uma abordagem qualitativa e
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
30
John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
um escopo descritivo, a fim de obter informações relevantes sobre o assunto
estudado. O foco desta pesquisa nos permitiu conhecer os elementos que
os professores articulam para seu planejamento didático, as estratégias,
os recursos educacionais, os espaços e os critérios que estabelecem para
avaliar os processos de ensino de cada aluno, bem como o perfil profissional
e ocupacional de cada professor rural. Por fim, a pesquisa-ação foi escolhida
porque facilita o surgimento de diálogos reflexivos. Os resultados mostram
que a maioria dos professores tem o perfil adequado, mas, devido ao contexto
e à falta de pessoal na escola, eles têm de desempenhar outras funções além
da docência. Além disso, os professores das salas de aula de várias séries não
lidam com modelos pedagógicos flexíveis. Portanto, a identificação dos pontos
fortes e fracos das salas de aula de várias séries, bem como a determinação da
relevância do planejamento e das categorias de implementação didática, dos
métodos pedagógicos e das estratégias de avaliação nas MEF, produzirão uma
mudança real nessas instituições. Como resultado, é necessário determinar a
relevância das práticas de ensino nos novos modelos educacionais escolares
e pós-primários das instituições educacionais mencionadas.
Palavras-chave: pedagogia rural; escola nova; pedagogia multinível;
modelos pedagógicos; professor.
Introduction
The relevance of rural education in Colombia is a
highly relevant issue in the socio-economic and
cultural context of the country. Despite national
educational progress, rural areas continue to
face significant challenges that require special
attention. This introduction explores why it is
crucial to address and strengthen education in
Colombia’s rural areas.
In this regard, according to the National
Department of Statistics (DANE, 2019), in its
National Report on Formal Education - EDUC,
in most rural centers of the country, children
are attended by four, three, and even one
teacher, who is assigned the responsibility of
dealing with several grades in one classroom,
regardless of the complications that this entails.
The dynamics and impasses that exist in multi-
grade schools have been little studied in the
country, which in a way ignores the relevance
of teaching practices in multi-grade classroom
strategies, with the possibility that the results
may not be the most appropriate.
In this sense, an antecedent that contributes
to the present study is that of Molina (2019),
entitled: El quehacer del maestro y la formación
docente en la Escuela Rural Multigrado,
whose objective was to study the different
characteristics of the educational institutions
and their teachers in order to find keys for
their improvement, considering that rurality,
its complexity, and the difficulties of teaching
are unknown.
In the same way, the styles of rural schools
are detailed with reference to the educational
modalities, emphasizing the multi-grade
strategy and the post-primary educational
offer as continuity to the process carried out
with the flexible educational model of Escuela
Nueva, whose rural educational centers are
catalogued as unitary schools that lack the
capacity to guarantee that children develop the
basic competencies, which are defined by the
quality standards in Colombian education and,
metacognitive and meaningful learning.
Another important study was conducted by
Marines and Flores (2021), entitled: The
influence of teaching practices on school
dropout. The general objective was to analyze
the influence of teaching practices on school
dropout among children of the Institución
Educativa Rural Nueva Granada (IERNG) of
Puerto Asís (Putumayo, Colombia), during the
years 2015-2019. It was framed under a mixed
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
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John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
or complementary research paradigm, where the key informants were: students from elementary
to middle school, addressing the three flexible educational models, namely: new school, post-
primary and new rurality, with the participation of dropout students belonging to one of these
flexible models.
In addition, this study included the variable ‘Pedagogical practices and their impact on dropout’;
it was important to collect information on students’ perceptions, attitudes, and preferences about
the teaching and learning they received in the institution. Thus, in the dimension ‘Teacher’s
Methodology’, the authors obtained the following information: traditional 52%, playful 21%, study
guides 25%, and classroom projects 5% (103 students). As evidenced, the predominant practice
in flexible educational models is hetero-structuring, reflecting that teachers, for various factors,
develop a methodology in the traditional teaching-learning processes with an incidence in this
ability of 52%, according to the students surveyed.
The information provided is significant because it generally includes characteristics and dynamics
similar to those recommended in this study, which establishes a reference for future research and
makes rural education and its quality in Colombia visible locally, regionally and nationally.
This research proposal focuses on two rural educational institutions: Bajo Lorenzo and Nueva
Granada, located in the municipality of Puerto Asís, in the southeast of the department of Putumayo,
which have a social fabric analogous to the same problems of the international context: low test
results, few teachers, complex geography, among others. Likewise, the education provided in
these schools is based on the Flexible Educational Models (MEF) of Escuela Nueva and Post-
primaria, in terms of different techniques, dispersed locations, and difficult access, according to
the enrollment in the Integrated Enrollment System (SIMAT), as of May 2021.
Figure 1
Total number of students in the I.E.R. Bajo Lorenzo
Source: SIMAT, 2021.
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
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John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
Figure 2
Total number of students in the I.E.R. Nueva Granada
Source: SIMAT, 2021.
As shown in figures 1 and 2, the technical
relationship and distribution of the academic
load in both institutions is unequal and complex,
especially considering that different strategies
must be used to meet the needs of students in
different subjects and grades at the same time
and in the same classroom. In addition, the fact
of working with two educational models requires
adequate articulation and cohesion in order to
provide them with the necessary tools for their
comprehensive education.
Taking into consideration the educational
environment, the aim is to generate
transformations in the teaching practices
in order to promote meaningful learning.
Therefore, two objectives were considered: 1)
to determine the strengths and weaknesses of
the teaching task in multi-grade classrooms of
the two rural schools; 2) to make a theoretical
referencing to determine the relevance of the
teaching practice in multi-grade classrooms,
applying flexible educational models to generate
a reflective discussion of educational work
and quality, to transform the circumstances of
the rural formative process from pedagogical
practice in a socio-cultural perspective.
Through the triangulation of information and
based on the approach of Ramírez (2013), the
triple entry table was applied, consisting of the
categories of analysis, the sources from which
information is requested, and the instruments
applied to the sources. This matrix was used
for the analysis, interpretation, and validation
of the field results.
In this research, the development of key
informants is referenced; therefore, qualitative
research was used to determine the relevance
of teaching practice in two rural educational
institutions in the department of Putumayo,
which could be interpreted as the academic
support of the project. It should be clarified
that this set of referents, which are part of the
conceptual framework, form an articulated,
coherent, and consistent unit; therefore, it is
postulated according to its general categories.
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
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John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
Teaching practice
According to Bazdresch (2000), teaching practice
is the set of actions, operations and mediations,
knowledge, feelings, beliefs and powers that are
developed in the classroom with an educational
sense; that is, intentionally, as an educational
action and therefore the practice is a carrier of
intentional, reflective and rational theory that
operates with meaning and knowledge of cause.
Thus, teaching practice is a thoughtful and
voluntary activity that acquires great importance
in strengthening the social fabric, which must be
developed in an intentional and planned manner.
In this regard, Carr (1999) states: “It can only
be made intelligible in relation to the often
tacit and at best partially articulated schemes
of thought in which professionals make sense
of their experiences” (p. 101). In short, it is a
matter of thinking about professional activity in
terms of the following questions: for what and
why do we teach, how should we teach, how
and why do we learn? among others.
Pedagogical Model
In relation to the above, there are two concepts
that guarantee the course and sequence of
this research. One of them is the one proposed
by Loya (2008), who argues that pedagogical
models are structural modules that, due to their
relationship with the content developed in the
pedagogical works and/or with the teaching
practices they configure, have a very close
validation criterion and, at the same time,
serve as a tool for analysis. Such models are
descriptive-explanatory categories, auxiliary
to the theoretical structuring of pedagogy,
but they acquire meaning only when they
are theoretically contextualized. From this
perspective, pedagogical models are not only
elements that determine pedagogical practice,
but also make it possible to explain pedagogical
practice in terms of its theoretical development.
A pedagogical model is a set of theories,
objectives, teaching, documentation and
experiences recognized in its empirical
work. Ultimately, it is the materialization of
the pedagogical discourse that reflects the
pedagogical, didactic and educational ideas of
the teacher. Therefore, a pedagogical model
can be considered as the exposition of an
educational code, translated into conservation,
either in an established and traditional order or
in the possibility of being a transforming entity.
According to the approaches, learning models
and teaching practice in flexible educational
models, the organization of content and others
must be centered on the educational model;
consequently, its planning must be centered
on the matrix of intervals between what it is
proposed to teach, what it is possible to offer
giving the available means, and the teaching
practice in its exercise. Thus, multilevel
planning must be designed for the diversity of
students; it is therefore a planning of teaching
diversification. In this sense, the organization
of content is linked to a construction between
theory and practice (Santos, 2021).
On the other hand, rural education articulates
other alternative educational codes known as
MEF. For Perfetti (2004), the Rural Education
Project (PER) originated in 1996; it was
designed according to what was determined
in the government plan of that period, called:
“Change to build peace”, following the guidelines
of the Ten Year Plan of that time; it outlined the
itinerary to ally educational networks with the
intention of implementing models compatible
with the rural sector, thus guaranteeing the
inclusion, accessibility and permanence in the
educational system of those individuals with low
probabilities in a regular school service.
The MEFs used in the PERs have become
substantial, due to their increased use in rural
educational institutions, since they include:
students of different ages and with special needs,
intrepid teachers, communities and external
entities around designs and strategies that tend
to a rural education with good coverage, more
congruent to the context and quality. Although
some adjustments have been made, the PERs
appear in 1975 with the manual “Towards
the New School”, which consolidates all the
experience of the process of implementation
and feedback of the model, until the beginning
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
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John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
of the XXI century, where the Ministry of
Education made a comprehensive adjustment
to the different models, hand in hand with the
quality standards established by the policies
in force in the education system (Ministerio de
Educación Nacional [MEN], 2015).
Rural education
The category of rural education was proposed
based on the approach of García (2016), for
whom rural education is a necessary category
that must be filled with content, based on a
resignification of the category of rurality itself and
a recognition of the particularities of the work of
educators in this environment, in addition to the
new challenges of today’s world that require an
updated vision of the rural and its relationship
with the urban. With the new conceptions of rural
education, it can be noted that rural education
is a category under construction that needs to
link new meanings that give it a true meaning,
reveal its implications in rural contexts and allow
identifying characteristics of the pedagogical
work of teachers to enrich the concept.
Therefore, the study of teaching practices in the
Escuela Nueva and Post-primaria models serves
to look at the other side of education, that is,
the countryside, which is so lacking in order to
achieve an agrarian Colombia.
Methodology
According to the theoretical, legal and ethical
bases involved in the research, appropriate
strategies are proposed to achieve each objective
in order to provide a solution to the problem
posed. For this reason, the interpretive paradigm
was used because it allows the researcher to
enter the natural environment of the population.
Vasilachis (cited in Martínez, 2013) denes it as:
“the theoretical-methodological framework used
by the researcher to interpret social phenomena
in the context of a given society” (p. 1).
In this sense, the work adopts the necessary
tools for a correct execution that goes beyond
objectivity, since it is possible to dene the
reality through the interpretations of the
participants from their context and needs,
which are transformed or modied during the
study of the information collected; in this way,
the experiences of the participants are used
for the construction of knowledge, since the
center of the research is located in the teaching
practices in multi-grade classrooms, from
exible educational models: Escuela Nueva
for Elementary School and Post-primaria for
Elementary School.
As for the approach, a qualitative approach
is developed based on the adaptation to the
proposed needs and objectives. It is considered
that qualitative studies include the understanding
of the way subjects act in their nature, in the
feeling of their essence and in their daily life.
The type of research chosen was Action Research
(AR), in order to create reective dialogues
while applying the instruments in a subtle way
to the participants. In this way, signicant
contributions are obtained in the search for
solutions to the diculties and social problems
of the object of study, focusing on the reality
of each environment according to the points of
view and experiences. In the words of Kemmis
(cited in Herrera, 2017): “Action research is
a form of self-reexive search, carried out by
participants in social situations, to improve the
logic and justice of the social or educational
practices that are carried out and to understand
these practices” (p. 10).
To go a little deeper, it was necessary to have
the participation of the 20 teachers - twelve
primary school teachers and eight secondary
and middle school teachers - to whom a series of
instruments were applied, distributed as follows:
semi-structured interview to the teachers of the
main sites of the two institutions; structured
interview to the sites focused on geographical
location (four sites of the IER Bajo Lorenzo
and ve sites of the IER Nueva Granada). On
the other hand, ten bibliographic cards were
prepared and a corroboration list was applied
to the 20 teachers, lled out in the observation
guide format.
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
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John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
It also included the participation of 80 post-secondary students who were given a structured
survey with open-ended questions to compare with the information provided by the teachers.
Considering the methodological route and the work unit, the following instruments were used: a
semi-structured and structured questionnaire, a bibliographic record, a corroboration list and a
questionnaire of questions.
Results
Based on the data collection techniques, we proceeded to the corresponding analysis according
to each of the objectives with respect to the institutions of Bajo Lorenzo and Nueva Granada. For
the development of the rst objective, the interview was conducted with two scripts of questions,
namely: one, semi-structured, addressed to all the sites of the two institutions, and the other,
structured, designed for the focalized sites or unitary schools. Among the results, the strengths
most felt by them stand out: the ability of the teachers to carry out their work despite the great
gaps in educational resources and infrastructure, the courage and dedication to ensure that the
students learn in the same way as those in urban areas, the management of teaching strategies
based on recursion, and the organization in using elements of nature, whether for planting trees,
animals near them or growing healthy food. All this allows them to learn Science, Art, Mathematics,
Spanish language and other areas.
It is worth highlighting the dedication and love for their profession, which is evident in the purchase
of materials from their own resources; the humanization of wanting an educated and prosperous
Colombia and the sense of responsibility, despite being in distant and remote places that require
education as an axis that transforms realities.
Among the disadvantages expressed by the teachers of the two institutions, the lack of educational
resources (books, computers, connectivity) is worrisome because it maximizes the learning decits
revealed, whether in basic mathematical operations or in reading processes, among others.
Likewise, the learning models are little known among the teachers, that is, each one constructs,
from his or her own vision, what he or she considers the most eective, without considering
teaching models that are in line with the Escuela Nueva and Post-primaria. Therefore, the terms
MEF and multi-grade classrooms are only eective with the application of the primers; the rest is
the responsibility of the teacher’s didactics.
For the theoretical foundations of teaching practices in multi-grade classrooms and exible
educational models, the bibliographic record was used to condense the elements derived from the
theoretical foundations of teaching practices in multi-grade classrooms and the condition of the
exible educational model. The authors studied are listed in Table 1.
Table 1
Documentation studied
Author Title
1 Cano Ruíz (2022) How to assess learning in the multi-grade classroom?
2Llanos and Tapia (2020) Teaching and assessment activities in rural multi-grade classrooms
3Cano and Ibarra (2018) Vulnerability, innovation and teaching practices in multi-grade
schools
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
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John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
Author Title
4 De la Vega (2020) Teaching in multi-grade classrooms: keys to educational quality
and professional development
5 González-Viloria (2022) Pedagogical practices in multi-grade classrooms
6Castillo-Aramburu and
Meza-Duriez (2020) The Nicaraguan curriculum for teaching reading in the multi-grade
modality
7 López Niño (2019) The challenges of the multi-grade classroom and the rural school
in Colombia
8 Cardona (2022) Bibliographic review of the Escuela Nueva pedagogical and
evaluation model in Colombia
9González, Becerra and
Moreno (2021) Teaching and learning in multi-grade primary schools in Mexico
and Colombia
10 González-Viloria (2020) Multi-grade classrooms: an alternative for collaboration and
cooperation in educational spaces
The following points are common to the documentation reviewed:
• Poverty is a persistent element in rural institutions.
• Teaching practices are based on the use of guides or textbooks.
• Teachers are aware of their lack of didactic training due to the lack of training.
• The state’s neglect is evident in the lack of infrastructure that serves as an axis to improve
teaching practices.
• Although the Escuela Nueva and Postprimaria models remedy some of the lack of schooling, it
is pertinent to review some existing imbalances.
• Teachers manage their own dynamics in teaching, plus administrative activities.
• The purpose of the program is to reduce the illiteracy rate; this has been possible thanks to the
fact that education has tried to reach the most remote places in the geography of the countries
mentioned in the research.
Therefore, the documentation served as a support to analyze the real working, formative and
attitudinal conditions that are broken down by the particularization of multi-grade classrooms.
One of the challenges for educators is the context they face, to which Loya (2008) states that the
logic of the social order in the face of reality must be improved from the teaching practice.
Finally, with regard to the relevance of teaching practices in multi-grade classrooms, some
characteristics evaluated by students through the open-ended questionnaire were taken into
account: management of subject matter, clear objectives of each thematic unit, active participation
in class, eective organization between explanation, delivery and evaluation activities, feedback
on what was evaluated, reinforcement and recovery spaces, creativity in each workspace,
management of platforms or laboratories, clear relationship between what is studied and what is
applied in daily life, and management of productive pedagogical projects.
From the answers given by the students of the two institutions, it can be concluded that the
explanations are clear, except for some who state that there is a need for more clarity in the
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
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John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
explanations. This may be due to the individual
perspective of learning or to subjects such as
science that require more attention on their part.
From another category, the students highlight
the kindness and good treatment of the
teachers; therefore, the existence of fraternity
among the teaching actors is considered,
except for the moderate level of authority that
should prevail in the classrooms. On the other
hand, there are complications due to the lack of
didactic materials and infrastructure necessary
to develop innovative pedagogical projects.
However, in the Nueva Granada institution,
the students express their liking for the school
garden. This is a response to an innovative
strategy of the teachers and to the relationship
that can be established between classroom
learning and the daily life of the students. It
should be noted that the location of the schools
is very close to nature and water sources, which
implies that they have a rural space.
From another perspective, the two institutions
share common points: teaching practices
would be better served if there were social
investments in the spaces designed for the
Escuela Nueva and Post-primaria models in
multi-grade classrooms. Likewise, the themes
should focus on cross-cutting projects that are
closer to the students, so that they can nd the
meaning of learning and the lifestyle that will
accompany them after they have completed
their primary and secondary education. The
students point out that the teaching methods
are related to explanations on the blackboard,
the teacher’s laptops, some posters and simple
presentations of the subject of the class. Thus,
from the students’ point of view, the perception
of the teachers is positive and pleasant in terms
of their treatment. However, there is a need
to improve and deepen the autonomous and
creative teaching processes.
In order to complete the hermeneutic process
envisaged by the research, the corroboration
list was addressed to the teachers of the two
educational institutions. It should be noted
that the information was considered under
the parameters of privacy and with a purely
academic purpose. For the evaluation of the
two schools, the statements that led the
checklist were considered, which focused on
the perception of the space, the communication
in the classroom and the strategies used. With
the rst questioning, the teachers presented a
limitation in the furniture, since it is not adequate
and there is not enough material, although they
adapt the spaces according to the activities
developed in the center by grades.
Regarding the library, it is obvious that it does
not have an adequate number of modules
or texts designed by MEN. However, on the
initiative of teachers and parents, the library has
received donations of books and texts. This is a
clear evidence of the neglect of the State in the
remote areas of the country, although it may be
a matter of management or, indierence.
Concerning collaborative work, dened by
Vygotsky (as cited in Palacios, 2022) as “a
carefully designed system of interactions that
organizes and induces mutual inuence among
members of a team for the collective construction
of shared meanings” (p. 3), teachers focus their
response on the fact that some students work
as a team without major complications; others
claim that students are selsh and therefore do
not work together.
Continuing with the checklist, the use of
instructional sequences was questioned;
therefore, a continuous improvement plan is
needed, which is pertinent because of the weeks
of planning used at the beginning of each school
year. About the use of multiple strategies for
inclusive children, teachers expressed that this
is achieved through the Individualized Plan of
Reasonable Accommodation (PIAR). It should
be noted that, except in exceptional cases, most
of them agree that they do not have children
who are part of the program. In addition, the
teacher does not have the pedagogical material
to develop his classes as required by the exible
pedagogical models; therefore, in his practice
he works with some books donated by Ecopetrol
or material that he creates and carries printed.
Likewise, the observation made in the classes
detailed that the teacher tries to structure his
classes in three moments: ‘icebreaker’ activity
with a greeting, inquiring with questions about
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
38
John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
previous knowledge, and approaching the subject. Consequently, it is necessary to strengthen
the implementation of strategies that allow the development of communicative competencies in
students of dierent grades.
In respect of formative evaluation, teachers were aware that the evaluation proposed for the
MEFs tends towards hetero-, co- and self-evaluation; however, in practice, formats applied to
students are not seen; moreover, recurrence is not high. Regarding pedagogical practices, teachers
are concerned with developing communicative competencies in their students through active
participation in class; however, it would be good to implement expositions and documentation of
verbal projects so that they can express themselves with more condence.
Table 2 shows the triple-entry matrix in which the fulllment of each of the substantial elements
for this research is evidenced.
Table 2
Triple entry table
Triple Entry
Sources
Instruments Categories
Teachers Students Researchers
Semi-structured
interview
Structured Interview
focused seats
Check list
Questionnaire
Trend
Bibliographic review
Didactic planning
Question 1
Question 2
Didactic implementation
Question 1
Question 2
Evaluation strategy
Question 1
Question 2
Students participation
Question 1
Question 2
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
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John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
Implementation of basic
curriculum design
Question 1
Question 2
Improvement needs
Question 1
Question 2
Multi-grade teacher training
Question 1
Question 2
The analysis of the triple entry table shows
that the categories and subcategories were
satisfactorily fullled; that is, the instruments
used allowed the particularization of the
following aspects: training in the multi-grade
area (it is evident as a substantive urgency, the
need for improvement in terms of infrastructure,
teaching materials and basic elements such
as laboratories, dynamic classrooms, etc.);
implementation of the basic curriculum design,
since in the interviews and corroboration list
conducted with teachers, plus the student
survey, it is observed that many teachers do not
have clarity about the basic curriculum design.
Likewise, the evaluation strategies are used at
the mercy of the educator; in some situations,
they are very dynamic and in accordance with
the environment; in other situations, there is
no substantial relationship between what they
explain, the evaluation itself and its relationship
to what was planned.
Discussion
The work of teachers in the two rural
educational institutions is a crucial issue in
local and regional social development, with
different dimensions and concrete challenges.
The conditions and dynamics in rural areas
described in this document show that they
are unique and significantly influence the way
teachers develop their educational work in
multi-grade classrooms.
According to MEN (2018), the education system
in rural areas faces the challenge of multi-
grade classrooms, where a single teacher
serves students of different grades and ages.
This requires flexible curriculum planning and
adapted pedagogical strategies to ensure quality
education for all. In fact, the achievement of the
first hypothesis of this research reaffirms and
confirms that the rural education provided in the
schools of Nueva Granada and Bajo Lorenzo has
serious structural deficiencies due to the state
system itself and the precariousness in terms of
human development of rural communities.
The question then arises: how can quality
education be made accessible in rural areas? To
answer this question, educational equity should
be a central concern in Colombia’s multi-grade
classrooms. It is essential to ensure that all
students, regardless of their level or context,
have access to quality learning opportunities
(Cano, 2022).
At this point, although the institutions studied
provide educational services and have access
to the surrounding trails, for some students
studying is quite an odyssey. Some of them
have to walk for hours, face inclement weather,
overcome trails and the dangers they entail, etc.
This leads us to affirm that there is no equality
in education and learning between those who
live in urban areas and those who live in rural
areas. This is reflected in the results of the
Saber tests; therefore, the indicators of the
instruments used in this research work place
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
40
John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
the training provided by the teachers between:
regular and moderately good.
As discussed, access to education in rural
areas remains a fundamental challenge in the
21st century. The lack of schools in remote
areas forces students to travel long distances
to reach an educational center, which has a
negative impact on their participation and
performance. In addition, the quality of rural
education is inferior due to lack of resources and
inadequate teacher training; therefore, there is
undoubtedly evidence of educational inequality
that limits the development opportunities of
rural communities.
Although the Special Plan for Rural Education
(PEER-2018, cited in Castillo, 2019) states that
the Colombian State has made efforts to improve
coverage and reduce school dropouts at the
national level, the quality of education continues
to lag behind, and quality rural education is
considered essential for the sustainable and
equitable development of Colombia and the
new rurality. Rural communities play a vital
role in food production and environmental
conservation. Adequate education in these
areas, neglected by the State, can empower
individuals and communities to improve their
living conditions and contribute to the country’s
economic growth. In addition, rural education
can be a means of preserving and promoting the
cultural diversity and traditional knowledge of
indigenous and Afro-descendant communities.
In spite of this gloomy panorama, it is still possible
to generate new possibilities to transform the
circumstances of the rural educational process
from the pedagogical practice in socio-cultural
perspective, welcoming the student from its
human dimension and making the curriculum
more flexible, prioritizing basic needs such as
affection and recognition of the person, re-
signifying the ways of approaching the teaching-
learning process, taking into account the
different extensions of the rural school scenario,
and the way of planning the themes given by
the ministerial in favor of the specific context of
the rural educational institutions.
Even though the shortcomings and weaknesses
of the teaching practices revealed in this study
are more numerous than the strengths, it is
essential to highlight the opportunities that
arise for teachers to provide relevant and
appropriate training, considering the specificities
and particularities of the environment of each
educational institution.
Some relevant aspects of this discussion are
considered below:
1. Socio-economic and cultural context:
Rural educational institutions face a lack of
basic resources and services that affect the
quality of education. Teachers must adapt to
these constraints and find creative ways to
engage students; in addition, it is essential
that they understand and respect local
culture and traditions in order to establish
a meaningful connection with students and
their families.
2. Specific teacher training: Participating
teachers need specialized training that
addresses the specific challenges they face.
This could include pedagogical strategies
adapted to rural contexts, approaches to
addressing educational inequalities, and
good access to technology.
3. Innovation and creativity: Given the lack
of resources and limited infrastructure in
rural areas, educators need to be innovative
and creative in their pedagogical approach;
therefore, they can use practical methods,
the natural environment and the local
community as educational resources in
themselves.
4. Community Participation: Active
community participation is critical to the
success of rural education. Teachers must
work closely with families and local authorities
to understand needs and challenges and
to design educational strategies that are
relevant, flexible, and effective.
5. Student motivation and retention: In
rural areas, dropout and lack of motivation
are common problems. Teachers must strive
to create a stimulating and relevant learning
environment that will keep students engaged
in education.
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
41
John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
6. Continuous training: Given that
educational contexts and students’ needs
are constantly evolving, it is important for
rural teachers to have access to continuous
training opportunities. This will allow them to
be aware of the best pedagogical practices
and educational innovations.
Therefore, teaching practice in rural educational
institutions requires a combination of adaptation,
creativity, collaboration and commitment. As
teachers play a vital role in the development
of rural communities, their approach must
be underpinned by respect for local culture
and a constant search for effective ways to
facilitate learning in an environment that is both
challenging and full of opportunity.
Conclusions
The teaching practices and the way in which the
research was carried out allow us to understand
a totally qualitative component regarding the
strengths and weaknesses of the Escuela
Nueva and Post-primary models, where the
teachers’ ability to adapt to a training process
that does not have sucient educational
resources or adequate infrastructure is the
greatest strength demonstrated.
The teaching strategies derive from the recursion
of the teachers, either by appropriating the
context or by the same nancing that they
do to have eective didactic material in the
dierent grades. Another of the successes is
their commitment to their work; this is derived
from the documentation analyzed, since
these situations are similar in dierent Latin
American countries.
The weakness most felt is the lack of an
eective workspace, either due to the lack
of utilities, computers, books, laboratories,
among others. Decree 1290 of 2009 proposes
the continuous accompaniment of the Secretary
of Education, but this is not observed in reality,
since teachers insist that there is no support
for training and other types of accompaniment.
Moreover, some of them do not know the
concepts related to the teaching practice, such
as: learning models, evaluation and teaching
strategies, among others.
As far as the students’ perception is concerned,
there is evidence of a desire to study, although
the geographical conditions and the way of life
do not allow a direct relationship between what
they learn and the way of life. They are aware
of the lack of didactic material: laboratories,
vegetable gardens, language classrooms,
books, computers, didactic cards and pictures,
as well as transversal projects. In this context,
teaching faces great challenges; however, it is
in these hidden places of the country that the
best didactic strategies are built.
In terms of training, the teachers say that not
only they have received very little, but that it has
not met their expectations and training needs,
since only some of them have been oriented
towards training in multi-grade techniques.
Teachers, especially those at the post-primary
level, believe they need more training in
time management, implementing teaching
strategies, managing groups, and conducting
productive educational projects.
With regard to supervision and accompaniment,
the educators believe that it is necessary to
begin its implementation and that it should be
carried out at the end of each academic period,
since in this way they would be able to know the
aspects in which they need to improve.
Considering that research inuences the
processes of teaching practice in the face of
the scenarios that emerge in multi-grade
classrooms, it is urgent to propose a government
investment to improve the lifestyle and learning
styles of students. This will contribute to the
educational projections, to the transformation
of the environment and to the concepts of
quality education.
Conict of interest
The authors of this article declare that they have
no conict of interest in the work presented.
Teaching practices in multi-grade classrooms in the rural schools of Bajo Lorenzo and Nueva Granada in Puerto Asís, Putumayo
42
John Gonzalo Meneses Delgado
Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
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Mayra Alejandra Rodríguez Casanova
Revista Unimar Enero-Junio 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 1 pp. 28-44
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Contribution
John Gonzalo Meneses Delgado: Principal
Investigator. Statistical data processing, writing
of materials and methods and obtaining results.
Mayra Alejandra Rodríguez Casanova:
Analysis and interpretation of results, writing
the introduction, methods, discussion and
conclusions.
The authors participated in the preparation of
the manuscript, read and approved it.
