Empathic Interactions in Multigrade Schools: A Strategy for Developing a Didactic Subject of Learning

Abstract

The present work, entitled Empathic Interactions in the Multigrade School: A Strategy to Develop a Didactic Learning Subject, intends to understand the "empathic interactions" that favor the learning dynamics of the students of the Bajo Retiro Unitary Campus of the Vereda El Retiro, in the department of Huila-Colombia to develop didactic learning subjects. To meet this objective, it proposes to identify, describe and interpret these social interactions and thus establish their function in the different learning dynamics. These actions are aimed at providing a solution to the difficulties that must be overcome by the unitary rural teacher who attends students of different grades and ages in the same space.

This document had its origin in the creation of an ethnographic narrative by the author-teacher in situ, in which the following categories of take-off were established: "multigrade rural education", "empathy" and "social interactions between students".  In the search for the "State of the art", pedagogical and contextual structures were found that energized the teaching and learning processes in rural multigrade schools, in the international, Latin American, national, regional and local educational panorama. Likewise, theoretical elements were identified that helped in the delimitation of the "Problem Statement".

In addition to the above, the "Critical Theoretical Apparatus" was configured from the establishment of the take-off categories and the inquiry into the "State of the Art". Thus, the epistemological research stance was established, that is, a pedagogical tendency of a dialogic constructivist type with an axis in collaborative learning. In addition, a preliminary approach to the methodology was made from an ethnographic perspective where it is put in dialogue with the constructivist paradigm and the qualitative approach.

What is expected with this research is that the results will reveal the strategies to develop didactic learning subjects, which constitute the social empathic structures and favor the learning dynamics in rural multigrade schools, as a tool that facilitates the teaching work and the social ethical formation of the student. In other words, through reflections on the use of didactics as a social science, it will be intended to transform multigrade training scenarios into means of meaningful training opportunities, where students are autonomous in their learning based on empathic relationships with their peers.