La alfabetización en aula multigrado: análisis del trabajo docente

The objective of this study is to understand how a teacher organizes instruction in a classroom comprising students from three different grade levels and varying stages of literacy development. To this end, the theoretical framework is based on sociodiscursive interactionism and the dimensions of teaching work, which guide the analysis of the knowledge mobilized by the teacher both in her discourse about pedagogical practice and in classroom interactions. The research is structured in three phases: two focus on the teacher’s discourse regarding her professional activity, and one on classroom observation. The findings reveal three key moments in instructional practice: group activities, differentiated activities, and whole-class sharing. The content taught includes elements related to literacy (such as recognition of vowels, articles, syllables, and high-frequency words), various text genres (including descriptions and rules), as well as aspects of spelling and grammar. Instructional methods are characterized by the predominance of a graded organizational structure within the co-teaching classroom, particularly during differentiated activities.