The curricular conception in the multigrade context in Cuba

The curricular conception in the multigrade context in Cuba

Authors

Keywords:

Curricular conception, Multigrade, Didactic training strategy, Primary Education

Abstract

The Third Improvement of the National Education System in Cuba demands an update of the curricular conception for multigrade teaching. A gap persists between national guidelines and their effective implementation in this context, related to the system of categories according to the aspects that characterize the direction of the teaching-learning process with an integrative character. Due to the insufficient preparation of officials, managers, and teachers to implement these curricula in multigrade classrooms, it is proposed to develop an updated curricular conception based on a didactic improvement strategy, through a pedagogical pre-experimental (pretest posttest) and the use of theoretical methods (historical-logical) and empirical (interviews, observation, pretest-posttest pedagogical test), this strategy was designed and validated. The results of the pre-experiment showed a significant improvement in the mastery of methodological procedures for planning the single class (from 45.45% in the pretest to 100% in the posttest), as well as greater integration of the institutional curriculum, with a measure of reason. The didactic improvement strategy is relevant and effective for updating educational practice in multigrade classrooms, where socialization workshops constitute a key space for teacher preparation.

Downloads

Download data is not yet available.

References

Campbell, D. T. (1975). Degrees of freedom and the case study. Comparative Political Studies, 8(2), 178–193. https://doi.org/10.1177/001041407500800204

Céspedes Quiala, A., Frómeta Díaz, O., & Miranda Lebeque, E. (2023). Tratamiento y atención a los educandos con situaciones de aprendizaje en la escuela rural. Roca, 19(4), 274–298. https://revistas.udg.co.cu/index.php/roca/article/view/3778

Danger Silega, E., Jaime Ojea, R. A., & Céspedes Quiala, A. (2024). El método piramidal para la atención a educandos de escuelas multigrado de Songo La Maya. Roca, 20(2). https://revistas.udg.co.cu/index.php/roca/article/view/4033

Frómeta, O., Sánchez, N. M., & Lobaina, Z. (2020b). El currículo institucional en las condiciones de la escuela primaria rural. Algunas consideraciones. Didasc@lia: Didáctica y Educación, 11(5), 27–51. https://revistas.ult.edu.cu/index.php/didascalia/article/view/970/967

Galdós Sotolongo, S. A. (2025). Algunas consideraciones del corte de profundización del III Perfeccionamiento del Sistema Nacional de Educación en las instituciones educativas. Ciencias Pedagógicas, 18(1), 303–320. https://www.cienciaspedagogicas.rimed.cu/index.php/ICCP/article/view/495

Galván, L., & Cadarid, A. (2021). Perspectiva de la educación rural en Iberoamérica: Equidad, inclusión e innovación. Tendencias Pedagógicas, 37, 1–6. https://doi.org/10.15366/tp2021.37.00

Garfas, L., & Rubio, U. (2021). Formación del docente multigrado desde los planes de estudio de educación normal. Divulgación de la Ciencia Educativa, 4(7), 90–98. http://eduscientia.com/index.php/journal/article/view/93

González, A. L., Martínez, R., & Pérez, J. (2021). La enseñanza y el aprendizaje en las escuelas primarias multigrado en México y Colombia. Conrado, 17(79), 10–18. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-86442021000200010

Guerra Santana, Y. M., Rodríguez, M. L., & Castillo, L. (2023). El trabajo en aulas multigrado: necesidad en la formación inicial del licenciado en Educación Primaria. Mendive, 21(4), 31–42. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1815-76962023000400031

Ministerio de Educación de Cuba. (2023). Plan de estudio Educación Primaria. https://www.mined.gob.cu/wp-content/uploads/2023/02/Plan-de-Estudio-Primaria.pdf

Navarro Quintero, S. M., & Valle Lima, A. (2024). Tercer perfeccionamiento del Sistema Nacional de Educación en Cuba. GADE: Revista Científica, 4(2). https://doi.org/10.63549/rg.v4i2.420

Priego, L. B., & Castro, M. E. (2021). Equidad y escuelas multigrado ¿ruptura o continuidad de la política educativa? Revista Latinoamericana de Estudios Educativos, 51(1), 1–24. https://doi.org/10.48102/rlee.2021.51.1.267

Rodríguez, M. L., Castillo, C., & Chillón, B. (2022). Manual de actividades para la clase única en grupo multigrado en Cuba. Praxis, 18(2), 305–323. https://doi.org/10.21676/23897856.4970

Vázquez Thompson, R. (2025). El trabajo científico metodológico en la escuela rural multigrado. Mejora Educativa, 1(2), 23–33. https://revistascespe.com/index.php/REME/article/view/151

Vidal, G., Bravo, A., & Senú, I. (2022). La formación inicial del estudiante de la carrera Licenciatura en Educación Primaria en Santiago de Cuba (1959-2019). Santiago, (157). https://santiago.uo.edu.cu/index.php/stgo/article/view/5235

Downloads

Published

2026-06-16

How to Cite

Lobaina Olazabal, Z. ., & Sánchez Valle, N. M. (2026). The curricular conception in the multigrade context in Cuba: The curricular conception in the multigrade context in Cuba. Pedagogical Horizon, 15. Retrieved from //www.horizontepedagogico.cu/index.php/hop/article/view/673

Issue

Vol. 15 (2026)

Section

Gestión Educativa

License

Copyright (c) 2026 Zulima Lobaina Olazabal, Niurka Mirta Sánchez Valle

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Horizonte Pedagógico is an Open Access journal, meaning that all its content is freely accessible at no charge to the reader or their institution. Users are authorized to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal without prior permission from the publisher or author, in accordance with the BOAI definition of open access. Authors who publish in this journal agree to the following terms: Authors retain copyright and grant the journal the right of first publication. The journal is protected under a Creative Commons Attribution 4.0 International License (CC BY-NC 4.0), which permits others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) for any purpose, even commercially. Under the following conditions: attribution (you must give appropriate credit, provide a link to the license, and indicate if changes were made) and non-commercial — You may not use the material for commercial purposes. You may do so in any reasonable manner, but not in any way that suggests that the journal or the publishing author endorses you or your use.