Diseño de material didáctico contextualizado para el fortalecimiento de aprendizajes significativos en un aula multigrado rural de educación preescolar

Abstract

This research aimed to design a contextualized didactic material proposal that responds to the characteristics, interests, and learning needs of preschool children in the multigrade classroom of Cuesta Rica Educational Institution, located in Rionegro, Santander, Colombia. The study emerged from the identification of limitations in access to pedagogical resources adapted to the rural context, which affected teaching and learning processes. The research was conducted under a qualitative approach and based on action research, allowing both the understanding of the educational reality and intervention through the design and implementation of a contextualized pedagogical proposal. The participants included 14 preschool students and one classroom teacher. Data collection techniques included participant and non-participant observation, semi-structured interviews, field journals, and playful-exploratory workshops. The findings revealed the need to strengthen learning experiences through contextualized and manipulative materials adapted to the dynamics of the multigrade classroom and the students' rural environment. As a result, a proposal consisting of activity books and various contextualized didactic resources was designed and implemented. Its application showed increased levels of motivation, participation, autonomy, and attention among students, promoting meaningful learning processes. The study concludes that the design and implementation of contextualized didactic materials constitutes an appropriate pedagogical strategy to strengthen teaching and learning processes in rural multigrade contexts by promoting more meaningful, participatory, and context-sensitive educational experiences.