La relación tutora entre estudiantes en una clase multigrado de México

The implementation of the abcd Model aims to renew community education in multigrade rural schools in Mexico by strengthening learning communities and tutoring networks. In this paper, we analyze how it develops and organizes the process of tutor-pupil relationship from interactions between two students, Paola and Maria. We identified three moments in the tutorpupilrelationship cycle and showed how, in this process, students actively participate in the collective construction of knowledge following the curricular content of Autonomous Learning Units (UAA) and the interrelationships that establish with the knowledge that they mobilize from other times and spaces. We argue, first, that the tutorial interaction is determined by the levelof appropriation of the content, the mastery of the task (in this case knowing how to do the tutorial action) and by the knowledge that the participants mobilize; second, that tutor-pupil relationship has a formative potential in which it is necessary to insist on multigrade education.

• Autores: Lara Corro, Erik; Juárez Bolaños, Diego
• Tipo de recurso: Article of journal
• Fecha de publicación: 2018
• Institución: Universidad Pedagógica Nacional
• Repositorio: Repositorio Institucional UPN
• Idioma: spa
• OAI Identifier: oai:repository.pedagogica.edu.co:20.500.12209/13860
• Acceso en línea: https://revistas.pedagogica.edu.co/index.php/NYN/article/view/10390; http://hdl.handle.net/20.500.12209/13860
• Palabra clave: Relación tutora; Comunidades de aprendizaje; Escuelas multigrado; Educación rural
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc/4.0