Rural education faces the tension between standardized curricula and the richness of territorial culture. This article systematizes a pedagogical experience developed over one year in a multigrade school in southern Chile, where a teacher articulated the school curriculum around the recovery of loom weaving as a community fund of knowledge. This work emerges from the collaboration between the researcher who documented the process during 2022, and the teacher who designed and implemented the experience. The systematization, conducted one year later, integrated field observations with the teacher's experiential knowledge. Student products (notebooks, the Little Artisan's Guide, textile pieces), photographic records, and interviews were analyzed. The experience created a third educational space where traditional weaving became a vehicle for meaningful learning. An increase in school attendance, active family participation, and strengthening of students' cultural identity were observed. Students achieved objectives in Mathematics, Science, Language, and History through weaving practice. The analysis demonstrates how mesogenesis enables the creation of hybrid spaces that validate community knowledge without compromising curricular objectives, although its sustainability depends on systemic supports that are currently insufficient.
DOI:
https://doi.org/10.21703/rexe.v25i.3546Keywords:
rural schools, funds of knowledge, situated learning, contextualized curriculum, multigrade classes, community involvementAbstract
Rural education faces the tension between standardized curricula and the richness of territorial culture. This article systematizes a pedagogical experience developed over one year in a multigrade school in southern Chile, where a teacher articulated the school curriculum around the recovery of loom weaving as a community fund of knowledge. This work emerges from the collaboration between the researcher who documented the process during 2022, and the teacher who designed and implemented the experience. The systematization, conducted one year later, integrated field observations with the teacher's experiential knowledge. Student products (notebooks, the Little Artisan's Guide, textile pieces), photographic records, and interviews were analyzed. The experience created a third educational space where traditional weaving became a vehicle for meaningful learning. An increase in school attendance, active family participation, and strengthening of students' cultural identity were observed. Students achieved objectives in Mathematics, Science, Language, and History through weaving practice. The analysis demonstrates how mesogenesis enables the creation of hybrid spaces that validate community knowledge without compromising curricular objectives, although its sustainability depends on systemic supports that are currently insufficient.
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