CONTEXTUALIZED TEACHING SEQUENCES AS A PEDAGOGICAL TOOL IN RURAL MULTIGRADE CLASSROOMS FOR EDUCATIONAL STRENGTHENING

Abstract

This article presents a qualitative investigation into the design of contextualized teaching sequences to strengthen teaching and learning processes in rural multi-grade classrooms at the El Pretexto Educational Institution in the municipality of Nunchía. The study addresses the problem of curricular decontextualization and the difficulties in addressing the diversity of academic levels in this specific context. Methodologically, it is based on the Anthropological Theory of Didactics and the New School model, proposing a collaborative design based on real-world problems in the environment, with implementation through peer mentoring and continuous evaluation. The findings demonstrate that contextualized teaching sequences transform multi-grade classrooms from a limitation into a pedagogical advantage, promoting meaningful learning through interaction among students of different ages and levels. The main conclusions are that this strategy requires a shift in the teacher's role toward designing meaningful educational experiences and adopting theoretical frameworks that legitimize local knowledge. The research highlights the need to continue developing pedagogical proposals that respond to the particularities of Colombian rural multigrade classrooms, emphasizing the importance of community participation in educational processes.