Abstract: The present work shows the results of a completed investigation in relation to the understanding of the Decimal Metric System in primary school. We design, implement and analyze a didactic situation through games in the yard. They consist of adding units and tens. To interpret our results, we analyzed the records in the children’s notebooks and the uses of numbers, as well as the conversations between students, when carrying out the game activities in teams made up of first, second and third grade students from a multi-grade public primary school. This allowed us to identify the conditions of rural children, their level of learning and critical reflection of teaching practice in the area of mathematics in schools where teachers work with two or more grades at the same time.

Resumen: El presente trabajo muestra los resultados de una investigación terminada en relación a la comprensión del Sistema Métrico Decimal en la escuela primaria. Diseñamos, implementamos y analizamos una situación didáctica mediante juegos en el patio. Consiste en sumar unidades y decenas. Para interpretar nuestros resultados analizamos los registros en los cuadernos de los niños y los usos de los números, así como las conversaciones entre los estudiantes, al realizar las actividades del juego en equipos integrados por alumnos de prime-ro, segundo y tercer grados, de una escuela primaria pública multigrado. Lo que nos permitió identificar las condiciones de los niños del medio rural, su nivel de aprendizaje y la reflexión crítica de la práctica docente en el área de matemáticas en escuelas donde los profesores trabajan con dos o más grados a la vez.

The article is the result of a master's research in education and its main objective is to analyze the closure and nucleation of rural schools in the municipality of Pitanga-PR. Specifically, we seek to a) present the history of this municipality b) demonstrate the schools closed in recent decades and c) discuss the data obtained and their relationship with the historical process of expropriation and deterritorialization of this municipality. A qualitative and documentary research was carried out, to understand the historical process and which rural schools were closed between the period from 1995 to 2020. . In order to arrive at the results of the number and name of schools closed during the referred period, a documentary research was carried out in the Secretary of Education of this municipality. In methodological terms, this is a qualitative research that, regarding its objectives, can be classified as exploratory and, regarding technical procedures, bibliographical. In this production, the data obtained in the research is demonstrated and a theoretical discussion is carried out with some authors, in which it is sought to dialogue the relationship between the closure and nucleation of schools, which is consolidated as a trend in some municipalities in Paraná. The data indicate that the trend of closing schools in this municipality continues in different administrations, as there are multi-grade schools temporarily deactivated in the context of the countryside.

El artículo es resultado de una investigación de maestría en educación y tiene como objetivo principal analizar el cierre y nucleación de escuelas rurales en el municipio de Pitanga-PR. Específicamente, buscamos a) presentar la historia de este municipio b) evidenciar las escuelas cerradas en las últimas décadas y c) discutir los datos obtenidos y su relación con el proceso histórico de expropiación y desterritorialización de este municipio. Se realizó una investigación cualitativa y documental, para comprender el proceso histórico y cuáles escuelas rurales fueron clausuradas entre el período de 1995 al 2020. . Para llegar a los resultados del número y nombre de las escuelas cerradas durante el período referido, se realizó una investigación documental en la Secretaría de Educación de este municipio. En términos metodológicos, se trata de una investigación cualitativa que, en cuanto a sus objetivos, puede clasificarse como exploratoria y, en cuanto a los procedimientos técnicos, bibliográfica. En esta producción se evidencian los datos obtenidos en la investigación y se realiza una discusión teórica con algunos autores, en la que se busca dialogar la relación entre el cierre y la nucleación de escuelas, que se consolida como tendencia en algunos municipios en Parana. Los datos indican que la tendencia de cierre de escuelas en este municipio continúa en diferentes administraciones, pues hay escuelas multigrado desactivadas temporalmente en el contexto del campo.

O artigo é resultado de uma pesquisa de mestrado em educação e tem como principal objetivo analisar o fechamento e nucleação das escolas do campo no município de Pitanga-PR. Especificamente, busca-se a) apresentar a história deste município b) demonstrar as escolas fechadas nas últimas décadas e c) discutir os dados obtidos e relação com o processo histórico de expropriação e desterritorialização deste município. Foi realizada uma pesquisa qualitativa e documental, para compreender o processo histórico e quais escolas do campo foram fechadas entre o período de 1995 a 2020. O recorte temporal justifica-se pela pesquisa se dá a partir da independência do último munícipio que se desmembrou de Pitanga. Para-se chegar aos resultados da quantidade e nome das escolas fechadas no referiodo período foi realizada uma pesquisa documental na Secretaria de Esducação desta municipalidade. Em  termos  metodológicos,  trata-se  de  uma  pesquisa qualitativa  que,  quanto  aos  seus  objetivos,  pode  ser  classificada  como  exploratória  e,  quanto  aos procedimentos técnicos, bibliográfica. Nesta produção, demonstra-se os dados obtidos na pesquisa e realiza uma discussão teórica com alguns autores, na qual busca-se dialogar a relação entre o fechamento e nucleação de escolas, que se consolida como tendência em alguns municípios paranaenses. Os dados indicam que a tendência de fechamento de escolas neste município continua em diferentes gestões, pois há escolas multisseriadas desativadas temporariamente no contexto do campo.

Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.

Multi-grade teaching is a widely accepted phenomenon in both developing and developed countries. In this article I report on a phenomenological inquiry into written feedback practices of teachers in multi-grade classrooms and how they described and interpreted their feedback practices pertaining to learners' writing activities in English First Additional Language. Written feedback is widely believed to be central to learners' learning and achievement. Feedback is assumed to change learners' thinking or behaviour towards their work and is regarded as a tool to focus their attention on improving their learning. Despite the benefits of written feedback, however, there is a widespread belief that many learners are disengaged from the feedback they receive. The population in this study comprised 4 English First Additional Language teachers from 4 multi-grade primary schools. Content analysis was used to analyse the data collected from the participants through semi-structured interviews. The findings indicate that participants differed in their understanding of what was involved in feedback, and that there was a shared view that feedback was a product and not viewed as a process that could be used towards developing learners' learning. It was also shown that feedback practices used by the teachers of multi-grade classes included providing correct answers and providing delayed feedback to learners. This study adds to the ongoing debates on multi-grade teaching and attempts to shed some light on the nature and the type of feedback that could motivate and enhance learners' learning in multi-grade classrooms.

Resumen Se presenta un artículo de educación científica escolar, relacionado con una propuesta pedagógica innovadora al aire libre en la escuela rural multigrado de Colliguay, ubicada en la comuna de Monte Patria, provincia del Limari, Región de Coquimbo, Chile. El objetivo es visibilizar y poner en valor una propuesta educativa relacionada con la enseñanza de las ciencias y el cuidado del medio ambiente. La metodología de trabajo la constituyen entrevistas semiestructuradas dirigidas a estudiantes, apoderados y docentes de la escuela; para visualizar la ubicación del establecimiento educacional, se confeccionó un mapa geográfico del lugar, se tomaron fotografías del paisaje que rodea la escuela. Finalmente se dieron a conocer los resultados como es la identificación de las partes de una planta, el reconocimiento de plantas nativas e introducidas, la identificación de los elementos bióticos y abióticos encontrados alrededor de la planta y las entrevistas realizadas a los estudiantes, profesores y apoderados. Esta propuesta educativa permitirá a docentes de las escuelas rurales contar con una propuesta educativa al aire libre, la idea es desarrollar en los estudiantes habilidades científicas que se relacionen con el trabajo en terreno y actitudes vinculadas con la protección del medio ambiente.

Abstract An article on school science education is presented, related to an innovative pedagogical proposal in the outdoors in the rural multigrade school in Colliguay, located in the commune of Monte Patria, Limari province, Coquimbo Region, Chile. The objective is to make visible and value an educational proposal related to science education and care for the environment. The work methodology consists of semi-structured interviews aimed at students, parents and teachers of the school. To visualize the location of the educational establishment, a geographic map of the place was made and photographs of the landscape surrounding the school were taken. Finally, the results were disclosed, such as the identification of the parts of a plant by the students, the identification of native and introduced plants, the identification of the biotic and abiotic elements found around the plant, and the interviews carried out with the students, teachers and parents. This educational proposal will allow rural school teachers to have an outdoor educational proposal with the work of the students, the idea is to develop scientific skills in students that are related to field work and attitudes related to the valuation of the environment.

Resumo É apresentado um artigo sobre educação científica escolar, relacionado a uma proposta pedagógica inovadora ao ar livre na escola rural multigrades de Colliguay, localizada na comuna de Monte Patria, província de Limari, região de Coquimbo, Chile. O objetivo é tornar visível e valorizar uma proposta educacional relacionada à educação científica e ao cuidado com o meio ambiente. A metodologia de trabalho consiste em entrevistas semi estruturadas destinadas a alunos, pais e professores da escola. Para visualizar a localização do estabelecimento educacional, foi feito um mapa geográfico do local, foram tiradas fotografias da paisagem ao redor da escola. Por fim, foram divulgados os resultados, como a identificação das partes de uma planta pelos alunos, a identificação de plantas nativas e introduzidas, a identificação dos elementos bióticos e abióticos encontrados ao redor da planta e as entrevistas realizadas com os alunos, professores e pais. Esta proposta educacional permitirá que professores de escolas rurais tenham uma proposta educacional ao ar livre com o trabalho dos alunos, a ideia é desenvolver habilidades científicas nos alunos relacionadas ao trabalho de campo e atitudes relacionadas à avaliação ambiental.

RESUMO Conhecer a história da comunidade na qual a escola está localizada e a vida dos alunos da escola primária, constitui um objetivo do ensino da História cubana nas escolas de várias séries. Este trabalho apresenta os resultados da alternativa metodológica utilizada para aprender sobre a história de sua comunidade com a aplicação do livro de atividades intitulado Meu grande país e minha comunidade em escolas multigraus do município de Viñales. Este caderno é o resultado do projeto de pesquisa " O Aperfeiçoamento da Escola Primária Multigraus". As atividades que compõem este caderno facilitaram a investigação dos alunos da quinta sexta série do ensino fundamental dessas escolas sobre aspectos da história de sua comunidade e de seu patrimônio histórico e cultural; além disso, familiares e outros membros da comunidade foram envolvidos na sua realização. Estas atividades contribuíram para o desenvolvimento de sentimentos de identidade, de vital importância para o cuidado e preservação do Vale do Viñales, declarado "Paisagem Cultural da Humanidade". No desenvolvimento da experiência, foram utilizados métodos de nível teórico e empírico, bem como métodos estatísticos matemáticos, que permitiram fundamentar a aplicação da proposta e a avaliação dos resultados obtidos. A implementação do livro de atividades foi avaliada muito positivamente por professores, diretores, alunos do ensino fundamental e membros da comunidade que participaram ativamente na busca das informações necessárias para fornecer respostas às tarefas orientadas.

ABSTRACT Knowing the history of the community in which the school is located and the life of the primary school children develops is an objective of the teaching of the History of Cuba in multigrade schools. In the present work, the results of the methodological alternative used for the knowledge of the history of their community are presented with the application of the activity book entitled "My Great Homeland and My Community" in multigrade schools of the Viñales municipality. This notebook is the result of the research project "The improvement of the multi-grade elementary school". The activities that make up this notebook facilitated the investigation by primary school children of the fifth-sixth multigrade of these schools about aspects of the history of their community and their cultural historical heritage; family members and other community members were involved in its implementation. These activities contributed to the development of identity feelings, which is of vital importance to favor the care and preservation of the Viñales Valley declared as "Cultural Landscape of Humanity". In the development of the experience methods of the theoretical and empirical level were used, as well as the mathematical statistics that allowed to base the application of the proposal and the evaluation of the results obtained. The implementation of the activity booklet was evaluated as very positive by teachers, principals, primary school children and community members who actively participated in the search for the necessary information to respond to the tasks oriented.

RESUMEN Conocer la historia de la comunidad en la que está enclavada la escuela y se desenvuelve la vida de los escolares primarios, constituye un objetivo de la enseñanza de la Historia de Cuba en las escuelas multigradas. En el presente trabajo se exponen los resultados de la alternativa metodológica utilizada para el conocimiento de la historia de su comunidad con la aplicación del cuaderno de actividades titulado Mi Patria grande y mi Comunidad en escuelas multigrados del municipio de Viñales. Este cuaderno es resultado del Proyecto de investigación "El perfeccionamiento de la escuela primaria multigrado". Las actividades que componen dicho cuaderno facilitaron la indagación por parte de los escolares primarios del multigrado quinto-sexto de estas escuelas sobre aspectos de la historia de su comunidad y su patrimonio histórico cultural; en su realización se involucraron además familiares y otros miembros de la comunidad. Estas actividades contribuyeron al desarrollo de sentimientos identitarios, lo que resulta de vital importancia para favorecer el cuidado y preservación del Valle de Viñales declarado como "Paisaje cultural de la Humanidad". En el desarrollo de la experiencia se utilizaron métodos del nivel teórico y empírico, así como los estadístico-matemáticos, que permitieron fundamentar la aplicación de la propuesta y la valoración de los resultados obtenidos. La puesta en práctica del cuaderno de actividades se evalúo de muy positiva por maestros, directivos, escolares primarios y miembros de la comunidad que participaron activamente en la búsqueda de la información necesaria para dar respuestas a las tareas orientadas.

Resumo: O texto tem como objetivo identificar as contribuições teórico-metodológicas da Pedagogia Histórico-Crítica (PHC) e da Abordagem Crítico-Superadora (ACS) para o trato com o conhecimento da Ginástica, em classes multisseriadas, nas escolas públicas do campo. Partindo da realidade concreta das escolas que estão sendo fechadas em decorrência da aplicação da política baseada em ajustes estruturais e da negação sistemática do acesso ao conhecimento clássico, na disciplina Educação Física, para os estudantes do campo, estamos apresentando elementos teórico-metodológicos advindos da PHC e da ACS para subsidiar o trabalho educativo e suas possibilidades superadoras no trato com o conhecimento da Ginástica.

Abstract: The text identifies the theoretical-methodological contributions of Historical-Critical Pedagogy (HCP) and the Methodology for Teaching Critical-Overcoming Physical Education to address gymnastics knowledge in multi-grade classes in rural public schools. Based on the concrete reality of schools that are being closed as a result of structural adjustment policies, we present theoretical and methodological elements derived from HCP and the Methodology for Teaching Critical-Overcoming Physical Education to inform educational work and its overcoming possibilities when addressing gymnastics knowledge.

Resumen: El texto tiene como objetivo identificar las contribuciones teóricas y metodológicas de la pedagogía histórico-crítica (PHC) y de la Aproximación Crítico-Superadora (ACS) para tratar el conocimiento de la Gimnasia, en clases multiseriadas, en las escuelas públicas del campo. Partiendo de la realidad concreta de las escuelas que se están cerrando debido a la política basada en ajustes estructurales y de la negación sistemática del acceso al conocimiento clásico, en la disciplina Educación Física, para los estudiantes del campo, estamos presentando elementos teórico-metodológicos provenientes de la PHC y de la ACS para subsidiar el trabajo educativo y sus posibilidades superadoras en el trato con el conocimiento de la Gimnasia.

Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children's education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning.

This study examined how teachers in multi-grade classrooms manage and use available resources in their classrooms. The study focused on multi-grade classrooms in farm schools in the Free State province of South Africa that cover Grades 1 to 9. The concepts "multi-grade classrooms" and "resources" are explained below. The availability and utilisation of resources in multi-grade classrooms is discussed in some depth. A qualitative research design was used to collect data. Interviews were conducted with 9 teachers who worked in multi-grade classrooms. The data reveals that the availability of resources has improved somewhat in the multi-grade classrooms surveyed; however, textbooks specifically meant for multi-grade classrooms are still lacking. The data also points to several other trends. For example, most multi-grade schools in the sample have insufficient resources. Where available, the resources are either under-utilised or used improperly. Furthermore, it is usually the case that learners are required to share resources across various grades. Moreover, teachers often use their personal resources to get their work done, and in this regard, smartphones play an important part. Finally, the study also reveals that teachers do try to use various types of resources to cater for different learning styles.

ABSTRACT The article explores the situation of multi-grade teaching in Mexico in order to analyze the problematic that this teaching practice faces nowadays. Although in recent decades, school enrolment has significantly increased in the country, this has not translated into a significant improvement in the quality of education for all kinds of populations. This mainly, in regard, to rural communities where the challenges to meet the right to education remain broad and diverse. Methodologically, it is based on a case study which reference is a rural school located in an indigenous community in Hidalgo State (Mexico). The data obtained from observation and informal interviews to different people in the community were complemented with information gathered from the bibliographical research of specialized literature on the subject. Together, they reflect some of the needs and challenges that the multi-grade school presents as a sample of the situation of this school organization. The discussion emphasizes the need to rethink and transform the work in the multi-grade schools considering the approaches and conditions to benefit children’s integral development in diverse contexts.

RESUMEN El artículo explora la situación de la educación multigrado en México para analizar las problemáticas que enfrenta esta organización escolar en la actualidad. Aunque en décadas recientes se ha incrementado considerablemente la matrícula escolar en el país, esto no se ha traducido en la mejora significativa en la calidad de la educación para todas las poblaciones, sobre todo en lo que respecta a las comunidades rurales, donde los desafíos para cumplir el derecho a la educación continúan siendo amplios y diversos. Metodológicamente se parte de un estudio de caso tomando como referente una escuela rural ubicada en una comunidad indígena en el estado de Hidalgo (México). Los datos obtenidos a partir de la observación y entrevistas informales a diversos sujetos de la comunidad se complementan con información recabada mediante la consulta bibliográfica de literatura especializada en el tema. En conjunto reflejan algunas de las necesidades y retos que presenta la escuela, como una muestra de la situación de esta organización escolar. La discusión enfatiza en la necesidad de repensar y transformar el trabajo en las escuelas multigrado considerando los planteamientos y condiciones para favorecer el desarrollo integral de niñas y niños en contextos de diversidad.

Resumen Este artículo analiza críticamente las implicaciones de los procesos de evaluación del desempeño docente, desde la perspectiva de los profesores de escuelas rurales multigrado. Utilizando un diseño cualitativo, este estudio recoge la opinión de 56 docentes que trabajan en escuelas rurales de ocho regiones de Chile. Como técnica de recolección de datos se utilizó una entrevista semiestructurada que exploró la opinión docente sobre los instrumentos de evaluación contenidos en el Sistema Nacional de Evaluación del Desempeño Docente ("Docentemas"). Los resultados muestran que a pesar de la aceptación del proceso de evaluación por parte de los profesores, éstos cuestionan la pertinencia metodológica de los instrumentos por considerarlos descontextualizados a la realidad educativa de las escuelas rurales multigrado del país. En conclusión, los procesos nacionales de evaluación docente vigentes, no son adecuados a las escuelas multigrado rurales, ni son bien valorados por los docentes; es necesario contar con procesos apropiados a esta realidad escolar y sus educadores. Por otra parte, los sistemas educacionales y sus diversas expresiones hacia las escuelas deben tener la flexibilidad necesaria para adaptarse a realidades muy diversas que las constituyen.

Abstract This study offers a critical analysis of the implications of teacher performance evaluation processes, from the standpoint of multi-grade rural school teachers. Using a qualitative design, opinions were gathered from 56 teachers working in rural schools in eight regions of Chile. As a data collection technique, a semi-structured interview was used to explore what teachers think about the evaluation instruments contained in the National System for the Teaching Performance Evaluation ("Docentemas"). Although teachers accept the evaluation process, the results show they question the methodological relevance of the instruments being used because it is felt they are out of sync with the reality of education at multi-grade rural schools in Chile. In conclusion, the teacher evaluation processes currently being applied nationwide are not suitable for multi-grade rural schools, nor are they well regarded by teachers. Therefore, it is necessary to have processes that are appropriate for this school environment and for those who teach there. On the other hand, educational systems and their diverse expressions in schools must be flexible enough to adapt to the extremely diverse realities that constitute them.

Resumo Este artigo analisa criticamente as consequências dos processos de avaliação do desempenho docente, sob a perspectiva dos professores de escolas rurais multiníveis. Utilizando um desenho qualitativo, este estudo coleta opinião de 56 docentes que trabalham em escolas rurais de oito regiões do Chile. Como técnica de coleta de dados, utilizou-se uma entrevista semiestruturada, que explorou a opinião docente sobre os instrumentos de avaliação contidos no Sistema Nacional de Avaliação do Desempenho Docente ("Docentemas"). Os resultados mostram que, embora haja a aceitação do processo da avaliação por parte dos professores, estes questionam a pertinência metodológica dos instrumentos por considerá-los descontextualizados à realidade educativa das escolas rurais multiníveis do país. Em conclusão, os processos nacionais de avaliação docente vigentes não são adequados às escolas rurais multiníveis nem são bem avaliados pelos docentes; é necessário contar com processos apropriados a essa realidade escolar e seus educadores. Por outro lado, os sistemas educacionais e suas diversas expressões quanto às escolas devem ter flexibilidade necessária para adaptar-se a realidades muito diversas que as constituem.

The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently exacerbated if teachers have to teach in multi-grade classes. This case study was conducted in two primary schools in the Ndwedwe Circuit in KwaZulu-Natal. It is framed within the interpretive epistemology embedded in a qualitative research methodology. Empirical data were generated from two rural schools where multi-grade teaching was undertaken. To produce data, two teachers teaching multi-grade classes (incorporating both grade R and grade 1) were observed during an isiZulu Home Language reading period. Subsequently, semi-structured interviews were used to elicit more data for corroboration of findings. The findings show that teacher agency is crucial in making adaptive decisions. These decisions are based on the intersection of formal knowledge, situational knowledge and experiential knowledge that the teachers have acquired over time.

In the present qualitative study, we share the initial findings of the implementation of an intercultural, bilingual Dual Immersion program, in a school district of 21 indigenous primary schools in the Amuzgo region of Guerrero, with a focus on the results in the multi-grade schools, the most isolated and marginalized schools in the district. Dual Immersion refers to a model of bilingual education oriented towards additive bilingualism, with the goal of developing high-level competencies in bilingualism and biliteracy. After one and a half years of implementation, the teachers reported the improved confidence and oral proficiency of their students in both languages. Classroom observations confirmed this focus on oral language activities. With the goal of developing a curriculum pertinent to the lives of their students, based on thematic units of study, the teachers identified two main themes: Culture and Identity and Community Care of the Environment. We believe that the Dual Immersion project in Guerrero has the potential to inform the development of Dual Immersion programs in other parts of the country and in the United States, in the areas of cultural inclusion and community participation.

En este estudio cualitativo, relatamos los hallazgos iniciales de la implementación de un programa intercultural bilingüe de doble inmersión en un sector de 21 escuelas primarias indígenas en la Región Amuzga del estado de Guerrero, con un enfoque en las escuelas multigrados, las más aisladas y marginadas del sector. La doble inmersión es un modelo de educación bilingüe con una orientación al bilingüismo aditivo, cuya meta es el desarrollo de altos niveles de competencias de bilingüismo y de biliteracidad. Después de un año y medio de implementación, los maestros reportaron un aumento de confianza y proficiencia oral de sus estudiantes en ambas lenguas. Las observaciones en el aula confirmaron este enfoque en actividades de lenguaje oral. Con el fin de desarrollar un currículo pertinente a las vidas de sus estudiantes con base en unidades temáticas, los maestros identificaron dos grandes temas: cultura e identidad y el cuidado comunitario del medio ambiente. Se propone que el proyecto de doble inmersión en Guerrero tenga el potencial de informar el desarrollo de esta clase de programas en otros lugares del país y en Estados Unidos en las áreas inclusión cultural y participación social de la comunidad.