Percepción del profesorado de las aulas multigrado desde una perspectiva DAFO
Miniatura indisponível
Data
2021-07
Título da revista
ISSN da revista
Título do Volume
Editora
University of Lusophone Humanities and Technology
Resumo
As salas de aula multi-graduadas são comuns nas escolas rurais, embora corram atualmente o risco de desaparecer devido à baixa taxa de natalidade e ao efeito de “España vaciada”. A investigação realizada mostra a opinião sobre estas salas de aula, apresentada pelos professores de duas províncias de Castilla y León (Espanha). O objetivo era analisar as vantagens, desvantagens e fatores que favorecem ou dificultam o processo de ensino- -aprendizagem nas salas de aula com estas características. Para este fim, foi utilizada uma metodologia qualitativa, através de questionários semi-estruturados, enquadrada numa estrutura SWOT (Forças, Fraquezas, Oportunidades, Ameaças e Oportunidades). Foi realizada uma análise de conteúdo com o programa MAXQDA 12. Os resultados indicam que a perceção dos professores de salas de aula multigraduadas é positiva, onde as desvantagens estão ligadas às vantagens, consideram que as características do ambiente proporcionam grandes oportunidades, oferecendo uma maior contextualização da aprendizagem significativa e funcional; e os mesmos fatores que ameaçam o mundo rural afetam a sua escola. É importante melhorar a qualidade e a sobrevivência destas salas de aula para as quais são oferecidas chaves diferentes.
Multigrade classrooms are common in rural educational centres, although they are currently in danger of disappearing due to the low birth rate and the effect of “España vaciada”. The research carried out presents the opinions about these classrooms, offered by teachers from two provinces of Castilla y León (Spain). The objective has been to analyse the advantages, disadvantages, and factors that favour or hinder the teaching-learning process in classrooms that present these characteristics. For this purpose, a qualitative research was carried out through semistructured questionnaires, marked within a SWOT structure (Strengths, Weaknesses, Opportunities, and Threats). A content analysis was carried out with the MAXQDA 12 program. The findings indicate that teachers’ perceptions of multi-grade classrooms are positive, where the disadvantages are linked to the advantages; they consider that the characteristics of the environment provide great opportunities, offering a greater contextualisation of meaningful and functional learning; and the same factors that threaten the rural world affect their school. It is important to enhance the quality and survival of these classrooms for which different keys are offered.
Multigrade classrooms are common in rural educational centres, although they are currently in danger of disappearing due to the low birth rate and the effect of “España vaciada”. The research carried out presents the opinions about these classrooms, offered by teachers from two provinces of Castilla y León (Spain). The objective has been to analyse the advantages, disadvantages, and factors that favour or hinder the teaching-learning process in classrooms that present these characteristics. For this purpose, a qualitative research was carried out through semistructured questionnaires, marked within a SWOT structure (Strengths, Weaknesses, Opportunities, and Threats). A content analysis was carried out with the MAXQDA 12 program. The findings indicate that teachers’ perceptions of multi-grade classrooms are positive, where the disadvantages are linked to the advantages; they consider that the characteristics of the environment provide great opportunities, offering a greater contextualisation of meaningful and functional learning; and the same factors that threaten the rural world affect their school. It is important to enhance the quality and survival of these classrooms for which different keys are offered.
Descrição
Palavras-chave
EDUCAÇÃO, ESCOLAS RURAIS, EDUCATION, RURAL SCHOOLS
Citação
Martín Cilleros, M V, Gutiérrez Ortega, M, Morán Antón, M & Sánchez-Gómez, M C 2021, 'Percepción del profesorado de las aulas multigrado desde una perspectiva DAFO', Revista Lusófona de Educação, vol. 51, no. 51, pp. 171-190. https://doi.org/10.24140/issn.1645-7250.rle51.11