¿Difiere la dinámica de enseñanza de las escuelas rurales del norte y sur de España? Propensión, contrastes y similitudes

Abstract

Las escuelas rurales adoptan formatos distintos en cada país y desarrollan prácticas docentes comunes y divergentes con las urbanas. En España tenemos centros de diferentes tipos, que constituyen una compleja realidad. Sin embargo, apenas contamos con estudios comparativos entre regiones que muestren las peculiaridades de los diferentes tipos de centros y sus prácticas en nuestro país. En este artículo analizamos las semejanzas y diferencias que existen entre las dinámicas de enseñanza de las escuelas rurales del norte (Cantabria) y del sur de España (Huelva) a partir de un estudio cuantitativo (cuestionario) y cualitativo (entrevistas en profundidad). Los resultados comparan cuatro variables (práctica docente, desarrollo del curriculum, material didáctico y atención a la diversidad) en tres tipos de centros (unitarias, multigrado y graduadas). Las conclusiones muestran contrastes respecto a la innovación, el tratamiento de la diversidad o las plantillas docentes, y similitudes, en aspectos curriculares como el uso mayoritario del libro de texto o las dinámicas de enseñanza entre los diferentes tipos de centros educativos rurales. Rural schools take different forms in each country and develop common and divergent teaching practices in comparison to urban schools. In Spain we have different types of schools and this constitutes a complex reality. However, we hardly have comparative studies between regions that show the peculiarities of the different types of schools available. In this article, which adopts a quantitative (questionnaire) and qualitative (in-depth interviews) design, we analyse the similarities and differences that exist between the dynamics of teaching in rural schools in the north (Cantabria) and in the south of Spain (Huelva). The results compare four variables (environment, schools, teachers, students and families) in three types of schools (teaching practice, curriculum development, teaching materials and attention to diversity). The conclusions show contrasts with regard to innovation, attention to diversity or teaching staff; and similarities in curricular aspects such as the tendency to use textbooks or the dynamics of teaching within the different types of rural schools.

How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability

“…Although some drawings have depicted the internal morphological characteristics of rural areas (streets, churches, squares, houses...), no illustrations have been found that actively integrate rural areas with their natural or anthropised environment. This is an aspect that is in line with other research [13,14], which indicates the existing difficulties for educational projects to integrate local communities as part of their learning content. Consequently, schoolchildren's drawings have not shown the existence of social problems in rural territories, as other international studies have also indicated [9,15].…”

“…This 38 has repercussions for school geography, as the rural environment is a highly relevant con-39 tent that contributes to the civic education of secondary school students [6,7]. 40 Rural life is a complex factor that has been identified with the concept "field" in 41 social science didactics [8,9] and especially in school geography, where contents related 12].Educational strategies have had difficulties integrating rural schools into local communities [13,14] and achieving didactic treatment of the problems experienced in these areas [15,9].…”

¿Por qué es necesario que las escuelas rurales estén presentes en la formación inicial del profesorado? Reflexiones con voz propia

“…Dentro de esta competencia podríamos incluir la necesidad de que el profesorado conozca las diferentes organizaciones estructurales existentes de la escuela rural en nuestro país (García Prieto et al, 2021):…”