RETHINKING EDUCATIONAL SPACES IN RURAL SCHOOLS IN THE COMPETENCY-BASED CURRICULUM

Abstract

The value of multigrade didactics and its consideration by teachers in rural schools is becoming increasingly important in current educational processes. This implies taking into account not only active and participatory teaching strategies, materials adapted to the rural environment and to the diversity inherent in the multigrade reality or changes in the time and organisation of schools, but also a reconsideration of spaces as relevant elements to contribute, as a whole, to educational success. In the case of competence-based curricular models, multigrade didactics can be the ideal means to achieve this in a significant way. In particular, it contributes to the fact that this educational success is based both on the acquisition of academic results based on knowledge, and on the students' ability to mobilise and apply it, solving problems situated in their immediate context and reality. This article focuses on the background and current state of the art in relation to the consideration of educational spaces based on the changes in competency-based curricula. All this to highlight the new requirements and considerations regarding space as a resource for learning in order to favour the development of meaningful learning experiences in rural schools.