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Enseñar en los plurigrados es diferente al que se afronta en el aula graduada: mientras que en los dos casos la escolaridad es graduada –y, en consecuencia, cada alumno está cursando un grado específico de la escolarización- en el plurigrado el modelo organizacional agrupa a niños y niñas que cursan grados distintos en una misma sección escolar. Pero el modelo pedagógico para enseñar en estas condiciones organizacionales no ha sido formulado; por tanto, para quien está a cargo de un plurigrado, es necesario encontrar modos de desarrollar contenidos de grados diferentes (que se encuentran así diferenciados por el sistema educativo

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El modelo de escuela multigrado innovada ofrece una alternativa para mejorar la calidad en la educación rural pero supone una acción política sostenida que de pie a una expansión de este proyecto con mejores condiciones y con una serie de medidas que mejoren y aumenten la calidad de la educación.

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La escuela multigrado innovada mantiene algunas de las debilidades y deficiencias presentes en nuestro sistema educativo nacional y no ha logrado rupturas significativas en algunas de sus dimensiones. Estas debilidades que no son típicas de la escuela multigrado innovada sino que están presentes en todo el sistema, mostrado por diversos estudios y evaluaciones realizadas en los últimos 16 años, son:  Tendencias tradicionales y verticales en la enseñanza. Encontramos que tanto en escuelas multigrado innovadas como en escuelas multigrado en general, al igual que en otras escuelas del país en zonas rurales y urbanas, se muestra todavía un apego por parte de maestros y maestras a las metodologías tradicionales aún cuando las mezclan con innovaciones, como es el caso de los rincones de aprendizaje en EMI.

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C5N - EDUCACIÓN: ESCUELAS RURALES ARGENTINAS

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La escuela Multigrado Innovada muestra un cuerpo docente compacto que tiene motivaciones y refuerzos a su trabajo cotidiano y tiene una identidad como profesor “EMI”.
Tienen una estructura interna distinta donde hay rincones de aprendizaje que generan un ambiente y clima interno distinto. Los rincones de aprendizaje otro componente de las Escuelas Multigrado Innovadas, EMI, generan un ambiente y un clima en el aula distinto.
Los perfiles de niños y niñas en las escuelas EMI, muestran un niño y una niña con mayor capacidad para desarrollar liderazgo y afectividad. El clima que respira una escuela EMI difiere de otras escuelas multigrado en lo que respecta a los estilos de relación de niños y niñas.

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ESCUELAS MULTIGRADOS

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Middlebury Institute of International Studies at Monterey

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Just a few months after Middlebury Institute professor Beryl Levinger married her husband Sam, the young newlyweds moved to a remote part of Colombia to begin their two years as Peace Corps Volunteers. The year was 1967 and the place was Tibú in Norte de Santander, in Northeastern Colombia, very close to the border with Venezuela. "It was truly a challenging place to live," shares Levinger and goes on to describe the area as a former jungle that had been cut down and then abandoned by oil developers. They lived in a house with no running water, no electricity and what she calls a "rat highway." But true to the Peace Corps slogan, it was the "toughest job they ever loved."

At the time, Peace Corps Volunteers were not assigned jobs; as Levinger puts it, "they just said 'You're going to do rural development' and you had to figure out yourself what to do." Passionate about education, Levinger says as a 20-year-old she really had not done much other than go to school and so that was what she decided to focus on. Most schools in the area had just one teacher, most often a woman whose formal education ended at the 8 th grade. The schools were also "incomplete," meaning that they generally only offered the first three grades of the five-year primary program. But what was most alarming to Levinger was the fact that teaching meant copying a book onto the blackboard and then having the children copy that text into their notebooks. "There was not a lot of learning going on."

Levinger visited Oscar Mogollón, a man she kept hearing about, who was teaching in an experimental school. His work was focused on creating a pedagogy to meet the needs of students in rural, one-teacher settings. Pamplona, where Mogollón worked, was six hours and a world away from where Levinger lived.. But it was there that she found what she was looking for. "He was charming, amazing, dedicated and offered exemplary education." Levinger went back and, with great success, adapted for ten schools some of the methods Mogollón had pioneered. For the remainder of her Peace Corps time, she met weekly with these rural teachers and saw them and their students grow to become accomplished, self-motivated learners.

After leaving the Peace Corps, the Levingers stayed in Latin America. They lived in Honduras for a few years, where their two daughters were born. But four years later they moved back to Colombia where Beryl Levinger had a position with USAID. "Interestingly, I was asked to work on a project to help teachers in one-teacher schools and my bosses suggested I work with Mogollón." They had no idea about her past connection to him as a Peace Corps Volunteer. "To understand the magnitude of that coincidence, you have to understand what a large place Colombia is."

Levinger went on to work with Mogollón, and a Colombian-American woman named Vicky Colbert. Together, the threesome created the educational model known as Escuela Nueva, or New School. Building on Mogollón's classroom work, Levinger's experience in bringing this model to scale in profoundly remote settings, and Colbert's sociological insights about community engagement, they created a system, initially published as a how-to manual, to promote active learning in small schools with few resources. Their materials provided a structured learning process that focused on high order thinking skills and the practical application of all curricular content. The children would work as individuals and in groups. Teachers became facilitators of learning. Another important part of Escuela Nueva was the mobilization of the community, making the school a part of, and not separate from, the community.

This fall Levinger attend the third International Congress for Escuela Nueva schools in Bogotá. The pedagogy she co-created has become, thanks in large part to Vicky Colbert's dedication, a global movement and is used with great success in over 40 countries. It has been studied by education scholars from many different countries. "It was pretty mind-blowing to meet people from all over the world who are using our methodology and were asking for my autograph," she says.

Levinger went on to use the work they had developed for Escuela Nueva as the basis for her dissertation. "We created a pedagogy, but it was Vicky who became a vocal advocate for this methodology and transformed it into a worldwide movement."

Levinger is the program chair for the two degree programs that fall under Development, Practice and Policy-the International Policy and Development and Public Administration degrees. "Big elements of the Escuela Nueva pedagogy are still a part of my teaching today here at the Middlebury Institute." Levinger will once again be returning to Colombia in the spring semester, when as a Fulbright Scholar, she will develop and then pilot an assessment tool to help police working in the former conflict zones assess the extent to which their practices contribute to democratization. Part of this assignment will be carried out in the area where she once served in the Peace Corps.

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Educational Model Co-Created by Prof. Beryl Levinger Now a Global Movement

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Just a few months after Middlebury Institute professor Beryl Levinger married her husband Sam, the young newlyweds moved to a remote part of Colombia to begin their two years as Peace Corps Volunteers. The year was 1967 and the place was Tibú in Norte de Santander, in Northeastern Colombia, very close to the border with Venezuela.

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Cuando hablamos de escuelas multigrado estamos hablando de un tipo de escuela donde el profesor enseña dos o más grados simultáneamente en una misma aula declase.

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Cuando hablamos de escuelas multigrado estamos hablando de un tipo de escuela donde el profesor enseña dos o más grados simultáneamente en una misma aula declase.