Llanos, F. & Tapia, J. (2020). Las actividades de enseñanza y evaluación en las aulas multigrado rurales [Aportes para el Diálogo y la Acción, 7]. Lima: CREER.

In 2019, the CREER project developed a qualitative study on pedagogical and gender practices in 12 multigrade educational institutions, with a maximum of three teachers, in Piura, Cajamarca and Loreto.

The study sought to understand the various pedagogical and gender dynamics that take place in rural multigrade primary schools in the three regions of Peru (coast, mountains and jungle), within the framework of the policy of educational attention for population of areas rural areas and the implementation of the National Curriculum of Basic Education. This article presents some of the main findings of this study, specifically those related to the predominant teaching and evaluation activities in multigrade classrooms, identifying their difficulties, strengths and / or possibilities, as well as pointing out suggestions to guide teacher training