Estrategias pedagógicas para el aprendizaje significativo en aulas multigrado de Escuela Nueva: revisión sistemática 2024-2026

Amalia Jhoana Vargas Vargas

doi:10.70625/rlce/1051

Autores/as

Amalia Jhoana Vargas Vargas Universidad Metropolitana de Educación, Ciencia y Tecnología Autor/a

DOI:

https://doi.org/10.70625/rlce/1051

Palabras clave:

Aprendizaje significativo, Escuela Nueva, Enseñanza multigrado, Educación rural, Estrategias pedagógicas

Resumen

La Escuela Nueva es el modelo pedagógico que se aplica en la mayoría de las escuelas rurales colombianas; sin embargo, persiste un vacío en cuanto a las estrategias didácticas concretas que favorecen el aprendizaje significativo en sus aulas multigrado. Este estudio tuvo como objetivo sintetizar la evidencia reciente sobre dichas estrategias en la educación básica rural. Se realizó una revisión sistemática conforme a la declaración internacional de 2020 para el reporte de revisiones sistemáticas, con búsquedas en Scopus, Web of Science, SAGE Journals y ScienceDirect, limitadas a artículos arbitrados publicados entre 2024 y 2026. Se incluyeron veinte estudios, analizados mediante una síntesis temática inductiva. Surgieron cuatro categorías: activación de saberes previos y anclaje contextual; didáctica multigrado activa, diferenciada y cooperativa; recursos pertinentes al contexto rural; y formación y acompañamiento docente en sus condiciones territoriales. Esta última concentró el mayor peso ponderado (36,4 %), seguida de la didáctica multigrado (32,7 %). La evidencia indica efectos moderados de los mapas conceptuales y del aprendizaje cooperativo, así como mejoras en el aprendizaje rural asociadas al acompañamiento pedagógico situado. Se concluye que el aprendizaje significativo en la Escuela Nueva depende de articular estrategias de aula, materiales contextualizados y cualificación docente continua.

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