Teaching discourses and practices about diversity in rural basic multigrade classrooms

• Autores: Maurial Mackee, Mahia, Bardales Mendoza, Olga, Alonso Yábar, Rosa
• Formato: artículo
• Fecha de Publicación: 2022
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: Revistas - Pontificia Universidad Católica del Perú
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/25952
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/educacion/article/view/25952
• Nivel de acceso: acceso abierto
• Materia: Diversity treatment; Rural education; Teachers’ practice; Atención a la diversidad; Educación rural; Práctica docente; Atenção à diversidade; Educação rural; Prática de ensino

This case-study analyzes the coherence between discourses and teachers’ practices of teachers to attend diversity of their students in Language course. It includes the visit to 6 Educational Institutions in which the authors completed 14 classrooms’ observations and 12 teachers’ interviews from rural public multigrade elementary schools in Tacna and Ayacucho Regions of Peru. There is a partial coherence between discourse and practice in attention to children’s diversity by grade or cycle, but not by gender, age, cultural styles and learning rhythms. Analysis’ categories: a) Teachers discourse about i) Students’ diversity; ii) Multigrade teaching in response to students’ diversity and c) Teachers’ practices in multigrade class-room towards diversity.