Resumo

ROSSAINZZ MENDEZ, Carlos  e  HEVIA, Felipe J.. Autonomy of Multigraded Classrooms and Aspirations regarding the Graded Model. Ethnographic Elements of School Culture in Chiconquiaco, Veracruz. RMIE [online]. 2022, vol.27, n.93, pp.605-627.  Epub 06-Jun-2022. ISSN 1405-6666.

Based on an ethnographic focus, this article describes two ideas of school culture in a multigraded school in the mountainous region of Chiconquiaco, Veracruz, observed during the 2018-2019 school year. First, the concept of school culture is explained, with emphasis on its historic, dynamic, and representative qualities. Then, knowledge about multigraded schools is categorized. In the most extensive section, the article presents empirical knowledge on two ideas that influence school discourses and practices: 1) the autonomy of each classroom; and 2) the low evaluation of multigraded environments in contrast with graded schools. In this school in Veracruz, both ideas reveal the uniqueness of multigraded spaces, which result in an interweaving of teachers’ interests, local meanings, and geographical conditions.

Palavras-chave : school culture; ethnography; multigraded school; rural education; Mexico.