Abstract
Rural schools have been studied throughout their history. However, the presence of the students' perspective in these schools has not been a preferred topic. The aim of this research is to listen to and make visible the opinions and feelings of the students enrolled in the grouped rural schools (CRA) in the province of Ourense (Spain). The methodology used is participatory in nature and is designed to achieve the collaboration, involvement, recognition, and acceptance of the participants. In the process developed, a first stage of awareness-raising and a second stage of negotiation and joint decision-making can be distinguished. At the same time, interpersonal and intrapersonal reflection are combined. Child-friendly data collection strategies are used: 6 multi-level assemblies (143 minutes of audio recordings), photovoice (303 textualised photographs) and drawing conversation (101 narrated drawings). Six schools participated, with a total of 101 school children enrolled in pre-school and primary education. The data analysis process was carried out with the ATLAS.ti 22 software. The results obtained show that the pupils' voice focuses mainly on five visions centered on the material, academic, contextual, emotional, and relational aspects. In addition, play stands out as a transversal axis that saturates all the categories. The conclusions show the importance of taking into account the voice of the pupils, as it allows the participation of all pupils with a diversity of competences, skills and expressive styles.
Funder
Diputación de Ourense and the University of Vigo
Publisher
Participatory Educational Research (Per)
Subject
Developmental and Educational Psychology,Education
Reference42 articles.
1. Abela, J.A., García-Nieto, A. & Pérez-Corbacho, A.M. (2007). Evolución de la Teoría Fundamentada como técnica de análisis cualitativo [Evolution of Grounded Theory as a technique for qualitative analysis]. CIS-Centro de Investigaciones Sociológicas.
2. Abós. P. (2015). El Modelo de Escuela Rural ¿Es un Modelo Transferible a Otro Tipo de Escuela? [Is the Rural School Model Transferable to Other School Types?] Educação & Realidade, 40 (3), 667-684, DOI:10.1590/2175-623645781
3. Álvarez-Álvarez, C. & García-Prieto, F. J. (2022). Políticas implementadas en escuelas rurales: Análisis bibliométrico internacional [Policies implemented in rural schools: International bibliometric analysis] (2001-2020). Archivos Analíticos Políticas Educativas, 30(76). https://doi.org/10.14507/epaa.30.6660
4. Bernal, J. L. (2009). Luces y sombras en la escuela rural [Lights and shadows in the rural school]. En M. Hernández (Coord.). Jornadas sobre Educación en el medio rural: encrucijadas y respuestas. Zaragoza: Universidad de Zaragoza. Recuperado de http://www.fantoniogargallo.org
5. Booth, T. (2006). Manteniendo el futuro con vida; convirtiendo los valores de la inclusión en acciones [Keeping the future alive; converting the values of the inclusion into actions]. En M. A. Verdugo y F. B. Jordán de Urríes (Coords.), Rompiendo inercias. Claves para avanzar. VI Jornadas Científicas de Investigación sobre personas con Discapacidad (pp. 211- 217). Salamanca: Amarú.