Fortaleciendo la convivencia escolar a través de la estrategia de multitarea en el aula multigrado de la institución educativa Llanadas

Abstract

This research paper seeks to strengthen school coexistence in the multi-grade classroom at Llamadas Educational Institution through a pedagogical strategy based on multitasking. The central problem addresses how the development of this strategy can foster positive interaction among students in a rural educational setting. To this end, it is proposed to design and implement an innovative methodology that allows for the simultaneous management of various classroom activities, promoting cooperation, mutual respect, and active participation. The research is framed within a qualitative approach with a critical scope and is developed through the action research method. The main categories of the study include rural early childhood education settings, school coexistence, and the dynamics of multi-grade classrooms. The findings show that, although challenges such as inequality in emotional expression, simultaneous coordination of differentiated tasks, and equitable participation exist, the multitasking strategy promotes valuable learning. These challenges include the development of empathy, the strengthening of emotional vocabulary, expression through multiple languages, and the ability to make conscious decisions. Progress was also observed in students' autonomy, self-regulation, and co-responsibility. The study concludes that the multitasking pedagogical strategy strengthens school coexistence, promoting inclusive, collaborative, and contextualized education, where emotions, play, creativity, and reflection are integrated to build a culture of care, dialogue, and peace in the rural classroom.