The Issue of Autonomy Within Multigrade Classrooms

Autores

  • Roser Boix-Tomàs University of Barcelona
  • Limber Santos Departamento de Educación Rural del CEIP

DOI:

https://doi.org/10.25749/sis.7888

Palavras-chave:

Autonomy, Learning, Multigrade classroom, Rural school

Resumo

When we speak of autonomy we think about how we navigate in a specific setting, since a relative level of autonomy is determined by that setting. When dealing with rural schools with multigrade classrooms, we refer to a setting comprising a complex diversity of people in terms of age, sex, grades, contexts, conceptual levels, interests, motivations... All of them sharing the same space and the same teacher, and organised within the same time span in which they share a set of activities, both spontaneous and/or planned by a teacher who must ensure learning achievement. This paper presents different types of autonomous learning in multigrade classrooms, as a result of an international competitive research carried out in several Latin American and European countries.

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Biografias Autor

Roser Boix-Tomàs, University of Barcelona

Dean of the Faculty of Education at the University of Barcelona. Doctor of Science in Education, teacher at the Department of Teaching and Learning and Educational Organization, Passeig de la Vall d’Hebron 171, 08035 Barcelona, Spain. Her research areas are: rural education, multigrade teaching and teacher training. She has several publications about the topic. She was the coordinator of the international project «Effectiveness and quality of competence acquisition characterize the rural school: Can this model be transferred to other types of schools?». The research was founded by the Ministry of Education and performed from 2009 to 2014.

Limber Santos, Departamento de Educación Rural del CEIP

Teacher of the University of the República of Uruguay. General manager of the Rural Uruguayan Schools, Juan Carlos Gómez 1314, 2.º Piso. Montevideo, Uruguay. His lines of research are the rural school and the didactics multidegree. He has written several publications on didactic multigrade and rural education.

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Publicado

2015-12-29

Edição

Vol. 3 N.º 2 (2015): Especificidades Territoriais de Ensino e Aprendizagem

Secção

Artigos

Licença

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O Instituto de Educação da Universidade de Lisboa, editor da Sisyphus, é um dos subscritores da Declaração de São Francisco sobre Avaliação da Investigação (DORA).