Actividades basadas en la enseñanza multinivel para atender a la diversidad en el proceso de enseñanza-aprendizaje de la asignatura de Lengua y Literatura en la Escuela Unidocente

Abstract

The research focuses on the design of activities based on multilevel teaching to address diversity in the teaching-learning process of the subject of Language and Literature. The position it assumes, focuses on the theories of (UNESCO, 2005), Cornejo (2017), Ainscow and Booth (2000), Hernández (2018), on attention to diversity, in terms of teacher training, is based on the LOEI (2011), Parra (2021), Martín and Sánchez (2016). In relation to the teaching-learning process argued in the National Curriculum (2016) and the curricular guidelines for multigrade educational institutions (2021), Abreu et al. (2018), Oliveros (2011) and Osorio et al. (2021). It is based on an interpretive paradigm, with a qualitative approach and a case study: the instruments used were: documentary analysis, class participant observation and the semi-structured interview. The research was carried out in two phases: diagnosis of the problem and design of the proposal. Information was used to analyze the data. Through the diagnostic process, difficulties in educational practices were identified; the teacher does not make adjustments in the planning and implementation of resources, strategies and activities to address diversity in the classroom. Which gave rise to the development of activities based on multilevel teaching to address diversity in the PEA of Language and Literature at the elementary and middle levels of the “Matilde Palacio de Jaramillo” school. The same one that is based on the foundations of the MS of Collicot (2017), Tomlinson (1999) and Collicot (1991), Bloom's Taxonomy (1948), Pujolás (2002) and Tituana (2020). Ávila and Fajardo (2021) propose strategies, Plaza (2013) proposes organizational and curricular measures, likewise Gómez et al. (2020), points out the contribution of technology to address diversity.